A Study Of Chinese Unit Integral Teaching In Primary School

Unit integral teaching is not a new invention and it was put forward firstly in The Soviet union in the early1920s. Unit integral teaching has been in development since it is born. Under the background of new curriculum reform, Unit integral teaching needs to return to the nature of the overall development of human beings, guided by the systematic perspective, in order to adapt to the new conditions of Chinese-language teaching. Nowadays, as a hot topic in the field of education, unit integral teaching is researched by more and more people. Many primary school teachers try their best to do some positive practices. The whole thesis mainly discuss the concept of unit integral teaching and how to put it into practice, and try to clear the connotation, the nature, the characteristic and the significance of the unit integral teaching in primary school. The implementation of Chinese-language unit teaching and its requirements are also described in the thesis. They can provide some reference for the Chinese-language teaching.Besides the introduction, the whole thesis can be divided into four parts.Chapter one:The summary of the Chinese-language unit integral teaching in primary school. It concludes the historical origin and development of unit integral teaching. Through the analysis and comparison between the unit teaching and unit integral teaching, clear the connotation and characteristics of Chinese-language unit integral teaching in primary school. At the same time, the advantages of implementing the unit integral teaching are put forward.Chapter two:The theoretical foundations of Chinese-language unit integral teaching in primary school. This chapter consists of three parts:The theory of structuralism curriculum made by Bruner, the Gestalt psychology, and the theory of learning transfer.Chapter three:The implementation strategies and requirements of Chinese-language unit integral teaching. They are illustrated by the example of the6th unit in book2in the fourth grade.Chapter four: The Problems and difficulties of implementing Chinese-language unit integral teaching. It consists of unit integral teaching’s applicability, student evaluation and relations between single teaching and unit teaching. All of them provide a reference for the enrichment of unit integral teaching.