Research On Effective Implementation Strategies Of Comprehensive Chinese Language Learning In Primary Schools

As a new curriculum form of Chinese class,there is no doubt that the appearance of Chinese integrated learning has become the prominent spot of Chinese curriculum reform.The present of Chinese integrated learning not only conform the tendency of basic education curriculum reform,but also adapt the need of age development for comprehensive people.It even meets the inner demand of Chinese teaching reform.It contains both traditional and present society's study characters of Chinese education,providing students who are getting in trouble of boring classes with more capacious study space and abundant Chinese practice chances.At the same time,the close situation of traditional Chinese teaching is broken through,and it is beneficial to promote students Chinese attainment comprehensively.However,there are a lot of defects of Chinese integrated learning need to be improved in teaching practice.What's more,teachers do not form correct awareness of it,so it can't be used widely and can't play its originate effects.On account of this,this study focuses on the five core features and carried out theoretical study and practical exploration,using questionnaire survey and classroom observation to investigate the implementation status of primary school Chinese integrated learning.According to the survey,most teachers can realize the importance of Chinese integrated learning and the enthusiasm of students to participate in the integrated learning is very high.However,the implementation is not so hopeful as a whole.Teachers can't make correct self-position and they are weak in the exploitation of the curriculum resource.What's more,the teaching time is limited,and the traditional evaluation concept and form also restrict it.Under those influences,Chinese comprehensive study meets problems demanding prompt solution,such as,weak practicality,obscurity of comprehensive,unconspicuous of openness,short of situation.These problems have a strong impact on the implementation of it.Based on this situation,in this study,five improvement strategies were put forward to improve the implementation from the inner core features of Chinese integrated learning,they are:subject positioning strategy,deep practice strategy,deep integration strategy,overall opening strategy,and scene creation strategy.If teachers can learn more about Chinese integrated learning and combine with their specific circumstance of teaching practice,adopting effective improvement strategy,we could wait for the flower of it blooming,flaming out their originate luster,injecting more vigor and vitality for Chinese classroom.Generally speaking,this study can be divided into five parts,research subject particularly emphasis on practice study part.The first chapter is introduction.It mainly introduces the reason to chose this topic,study meaning,concept definition,research overview,theoretical basis and research design.This is helpful for teachers to learn the connotation of Chinese integrated learning and distinguish it from other course form and teaching form.Also,it can lay the foundation of further theoretical study and practice study.The second chapter is the basic idea and core features of Chinese integrated learning.This chapter expounds three ideas of Chinese comprehensive qualities:advocating the return to life,emphasizing comprehensive learning,pointing to comprehensive qualities.Meanwhile,it analyzes five core features,they are Chinese,practicality,comprehensive,openness,situationality,which can strengthen teachers'understanding towards Chinese integrated learning.The third chapter is the status survey of Chinese integrated learning.This study's respondents are primary school Chinese teachers and students.It uses questionnaire method and classroom observation.Then it presents the implementation of the status in primary school and found the result is not so positive.The fourth chapter shows the dilemma and analysis of implementation in Chinese integrated learning.This chapter combines the related data of questionnaire,summarize the problems during the implementation and explore its reason behind.The fifth chapter represents the improvement strategy of the implementation of Chinese integrated learning.This chapter used the problems in this procession as an entry,closely combining teaching practice and related teaching examples,and put forward teaching improvement strategy from the view of effective teaching.