The Current Situation And Suggestion On Comprehensive Study Of Chinese Textbooks By The Ministry Of Education

As a new curriculum form,"Comprehensive Learning" has opened up a new field for Chinese teaching since entering the Chinese curriculum system in 2001.Comprehensive learning in Chinese is based on the learning and life of students,which advocates using learning style of independent,cooperative,and inquiring to improve students' language literacy and cultivate people with all-round development.In the fall semester of 2017,China began to use the compulsory education Chinese textbooks prepared by the Ministry of Education(hereinafter referred to as the 'Ministry's Chinese Textbooks').Compared with the comprehensive learning section of the junior high school Chinese textbooks of the People's Education Press Edition used before,the comprehensive learning section of the 'Ministry's Chinese Textbooks' has been updated to provide more comprehensive guidance for teaching.During the internship in the H City S Middle School,the author found that there are still some problems in the process of using the 'Ministry's Chinese Textbooks' to implement comprehensive learning.Based on this,the authorhas conducted in-depth research on the problems existing in the teaching of the 'Ministry's Chinese Textbooks' by the H City S Middle School.On the basis of a large amount of data review and research literature,the author introduces the source and significance of the topic in this introduction,summarizes the research status of comprehensive learning at home and abroad,and defines the concept of "Chinese comprehensive learning".Meanwhile,it has introduced the research methods used in this study and the characteristics of the 'Ministry's Chinese Textbooks'.The main body of the paper is divided into three parts:The first part combines the questionnaires and interview results,and analyzes the teaching status of S comprehensive learning in S middle school from five aspects: teacher and student's cognition of comprehensive Chinese learning,theme setting,group cooperative learning,activity guidance and activity evaluation.The second part probes into the problems existing in the comprehensive learning teaching in S middle school,including the lack of diversity in the theme setting,the poor effect of group cooperative learning,the one-sidedness of the guidance of the activity,the imperfect evaluation system and so on.The third part is aimed at the problems existing in the comprehensive learning teaching of H city S middle school in the use of the 'Ministry's Chinese Textbooks',and proposes suggestions for effective development ofcurriculum resources,strengthening group cooperation and exchange,actively carrying out activities guidance,and constructing a multi-open evaluation system.Finally,the full text is summarized to highlight the value and significance of this research.