The Research On Integrated Teaching Of Primary Chinese Beyond A Single Artical

Nowadays,Chinese textbooks in primary schools are arranged according to “thematic unit”,and “unit” is the most basic teaching unit.The content arrangement of teaching materials has created a powerful open space for teachers’ teaching,which has also brought unprecedented challenges.The Chinese curriculum standard points out that “teachers should understand correctly,grasp the content of teaching materials,and use teaching materials creatively.”Based on this,the author puts forward that the integrated teaching research beyond a single Chinese article of primary school tries to break through integration problems of reading teaching in the teaching practice.Beyond a single primary school language integrated teaching refers to a new teaching methods for teachers basing on the basic characteristics of the Chinese and the existing subject unit textbooks,to integrate units or cross-unit texts with “themes”,promote the teaching process with “core issues”,and promote students to construct and practice innovative teaching methods in depth.This thesis arranges seven chapters.The first chapter systematically examines the related research progresses in integrated teaching and integrated reading teaching.It reviews the literature,combs the foundation of the study,and explores the space for this study.The second chapter,on the basis of exploring the connotation features and levels of integrated teaching in primary schools,summarizes the two essential characteristics of integration teaching in primary schools that go beyond single articles and three specific characteristics,From the horizontal and vertical perspectives,the scope and level of integration teaching beyond primary single-language Chinese are clearly defined.The third chapter summarizes the four outstanding issues in the current primary language Chinese integrated teaching through classroom observation and case analysis.The fourth chapter puts forward the goal of integrating language teaching in primary schools that goes beyond single articles.From the three dimensions of disciplines,society,and students,we have three goals:learn to construct in depth,learn to practice innovation,and learn higher-order thinking.The fifth chapter puts forward the principles and methods of reading content integration and thematic design of single-language primary school language.it sums up the three principles of content integration:the principle of curriculum standard,the principle of students’ cognitive rules,and the principle of teaching optimization.It proposes six approaches to theme selection:from the perspective of language,method,structure,subject,emotion and values,and proposes the theme of “1+X”design.The sixth chapter is the main research results of this study.Based on the students’ learning methods and learning objectives,we designed three ways to go beyond the single-language integrated primary school language teaching process and described them with examples: the overall perceptive integrated teaching process design,The project research-based integrated teaching process design and project-based integrated teaching process design.Based on the previous six chapters,the seventh chapter proposes four strategies that go beyond the single-element primary school language integration teaching: learning motivation,learning process,and learning outcomes:Problem-driven strategies,holistic awareness strategies,empathy experience strategies,and learning-to-learning strategies.The Research constructed a operating framework of integrative teaching beyond single articles in primary school from the combination of theory and practice,so as to provide a little humble opinion for first-line teachers.