The Status Quo And Strategy Research Of Comprehensive Learning Teaching In The Third Semester Of Primary School Chinese

Primary school Chinese comprehensive learning,is a kind of both can reflect primary school students physical and mental characteristics,and can reflect the integrated use of language knowledge,reflect ability in listening,speaking,reading and writing and emotional attitudes and values of the coordinated development and Chinese accomplishment enhancement of students' autonomous learning process.By students in the process of its autonomy,cooperation,explore ways for studying,communicate in the language course and other courses,books,learning and social practice of combining the language practice activities as the main body of the way.The purpose is to enable students to explore and study independently,to cultivate students' practical ability and spirit of inquiry,and to promote the improvement of students' Chinese literacy.With the deepening of the basic education course reform,Chinese comprehensive learning is becoming more and more attention in practical level,however,in the compulsory education Chinese curriculum standards(2011 edition)"just listed in the" comprehensive study "phase of the teaching goal,teaching and evaluation of the proposals,not basic concept and content of" comprehensive study "proposed explicitly defined,more not to teachers on how to implement in practical teaching normative requirements is put forward,which makes Chinese comprehensive learning has produced many problems in practical teaching.This research background and significance of Chinese comprehensive learning and Chinese comprehensive study of the related research at home and abroad,this paper using questionnaire combined with interviews to primary school in the second period on the current situation of Chinese comprehensive learning investigation and analysis,find out the problems existing in the Chinese comprehensive learning practical teaching,mainly is the teachers' understanding of Chinese comprehensive learning is insufficient,lack for deep understanding of Chinese comprehensive learning concept,often confuse Chinese comprehensive learning and reading teaching.The theme of teacher's comprehensive study of language is more casual and the theme of activity is single.In the implementation of Chinese comprehensive learning,the teaching time is not guaranteed,the teacher is not prepared,the guidance strategy is missing,and there is no perfect evaluation system.Education department has not paid enough attention to Chinese comprehensive learning.Four primary school in shenyang,the author of this paper the problems existing in the second period of Chinese comprehensive learning analyzes reasons and puts forward some countermeasures to solve the: one is to promote teachers' understanding of Chinese comprehensive learning,2 it is in the theme selection and design,starting from the student interest,to avoid a single subject.The third is to guarantee the teaching time in the course of Chinese comprehensive study and implementation,to guide the teachers reasonably and effectively and to improve the evaluation system.Fourthly,education departments and schools should strengthen the management and material guarantee of comprehensive Chinese learning and teaching,improve the training system,and promote the improvement of teachers' teaching level.