The Case Study Of Primary School's Chinese Unit Integration Teaching Mode

Primary school Chinese unit integration is a new teaching mode under the background of new curriculum reform,it adapting to the requirement of curriculum reform which can improve the students' accomplishment.It is an important measure to save time and efficient teaching and cause widespread concern of experts and teachers.More and more schools begin to carry out the practice of this teaching mode,but they are still in the stage of exploration of summarizing experience and perfecting the theory.Therefore,by using the correlation theories and the teaching methods,studying the existing problems in the integration teaching mode and learning the excellent experience of teaching mode of integration,it is particularly important to promote the theory and practice of the Chinese unit integration in primary school.The paper selects the G Primary School as a case study,which is time-consuming and inefficient during the teaching of Chinese.In order to change the situation,this school implements Chinese unit integration teaching with the purpose of promoting Chinese accomplishment and creating a high quality of Chinese language classroom.After several years of practice,it has achieved some results: the students' ability of Chinese language using has improved,and the professional level of teachers has also been developed.Therefore,it has a certain influence in the area where it is representative.The research mainly adopts the research methods such as interview,classroom observation and case analysis to explore and analyze the implementation of the integrated teaching model in the case school.First of all,combing and analyzing the relevant literature of the elementary school language unit integration teaching mode,the paper explores its general concept,characteristics and theoretical basis.Secondly,the paper demonstrates the situation and effect of the unit language integration teaching model in the case school.Then,combined with observation and interviews,the study found that there are no scientific knowledge,that teachers cannot focus on the teaching objectives,and that it appears the stereotype and model phenomenon in the teaching and the students' level and ability has the gap between production,and other issues when teachers implement Chineseunit integrated teaching model in the case school.After analyzing,the main reasons of causing these problems include: teachers lack systematic guidance;the deviation is produced in the practice;teachers cannot understanding of the integration completely.The teacher's guidance and supervision on the student's independent preview is not enough.Finally,in order to solve these problems,the study puts forward optimization suggestions: the school train teachers so as to enrich the theory about Chinese teachers' understanding and integration,the system provides method to guide teachers;teachers should strengthen the study of educational theory,making up the Chinese ontology knowledge,focusing on reflection and Practice,striving to become the research teacher,and improving teachers' professional quality.Teachers should fully consider the learning situation stimulate students' internal learning motivation,and design preview guiding case,preview habits of students' scientific training.Teachers cultivate students' independent preview habit scientifically.