The Case Study Of Primary School’s Chinese Theme Unit Integration

Since the new curriculum reform, the country has given more educational autonomy to schools, but also puts forward the higher requirements of cultivating talents. Facing new development opportunities and challenges, many schools are looking forward to improving the quality of running a school and the quality of school education. As a tool and humanism subject, the Chinese discipline weights the most in its status and importance. Therefore, a lot of schools have chosen to reform the Chinese discipline as the breach of schools’curriculum reform. However, several schools hold that the knowledge of Chinese discipline is rich and complex, besides the contradiction between "richness" of language points and "lack" of course hours makes reform impossible. The research on primary Chinese with unite integrated argues that the optimization of language structure and realization of Chinese discipline’s interrogation is the deepening of new curriculum reform, the imperative requirement of Chinese discipline as basic discipline, and the measure of changing the present situation of Chinese discipline education. So this research is of great importance.This research firstly collects and analyzes the related literature with the Chinese curriculum and theme unites teaching in terms of the significance, and looks for more research space. Then, this research chooses primary school H of Chengdu as the object of case study. Under the background that regional transformation development brings opportunities for development, the case school carries out theme unite integration of primary Chinese to improve the quality of running schools and the quality of school education. Meanwhile, the case school has certain influence in its region, and representative of research. This research mainly adopts such research methods as literature analysis method, field investigation method, observation method, and case analysis method, to explore and analyze the process of the case school’s Chinese theme unit integration. First of all, the author explains the basic conception, theoretical foundation and value bearing of Chinese theme unit integration. Secondly, the author describes and analyzes the Chinese theme unit integration of case school, and vividly presents the process of the case school’s Chinese theme unit integration. Thirdly, in accordance with the teaching record of Chinese them unit integration, the author gives interviews of teachers in correlation with teaching and students’ learning conditions, and points out the mode and successful experience analysis as well as the problems that teachers still facing with, such as the deviation of teachers’ knowledge of theme unit integration, the lack of ontological knowledge, the systematic methods, and teachers’ influence from traditional teaching mechanism of the case school’s Chinese theme unit integration. Finally, the author puts forward suggestions to optimize the teaching of primary Chinese theme unit integration from the two aspects of schools and teachers. On one hand, the schools should Improve teachers’ concept understanding of integration. Enrich teachers’ theoretical knowledge of integration teaching, strengthen the guidance of teachers’ integration methods and carry out the simulation training of integration teaching on a regular basis. On the other hand, the teachers should accumulate subject knowledge to grasp the text content, promote observation ability to carry out the action research, make summary and analysis timely as well as pay attention to reflect on practice, carry out the academic discussion and exchanges and pay attention to communicate and cooperate with others.