Action Research Of High-grade Chinese Integrative Learning In Rural Primary School

The concept of "comprehensive learning" is consistent with the unification of the instrumental and humanistic features of Chinese curriculum and matches the goal of Chinese curriculum.However,the Chinese Curriculum Standards for Compulsory Education(experimental draft)only puts forward the teaching objectives of comprehensive learning in different stages,as well as the overall teaching suggestions and evaluation suggestions,without defining its specific concepts or giving detailed operational guidance.Educators have carried out research and exploration around the theory and practice of "comprehensive learning",and have achieved many excellent results.However,due to the restrictions of various conditions,the implementation of comprehensive language learning in rural primary schools,especially in rural primary schools in underdeveloped areas,is not optimistic.This paper chooses upper primary students in rural primary schools as the research object,adopts the method of action research to study the implementation of comprehensive Chinese learning,so as to explore the beneficial experience of comprehensive Chinese learning in rural areas through practical actions.This paper is divided into three parts:The first chapter elaborates the concepts of "comprehensive learning of Chinese”,”action research" and "narrative research”,illustrates the theoretical basis for the concept of comprehensive learning,and constructs a theoretical framework for the implementation of comprehensive learning of Chinese.In addition,it summarizes the significance of implementing comprehensive language learning in rural areas from three aspects: students,teachers and the development trend of Chinese.In chapter two,through the analysis of the questionnaire data of teachers and the interview content of teachers,the current situation and existing problems of the implementation of comprehensive Chinese learning in rural primary schools are analyzed,so as to make appropriate remedy for the symptoms and put forward specific requirements for the design of the implementation plan of action research.The third chapter is the key part of the paper.Based on the requirements of curriculum standards,taking full account of the teaching conditions and students' learning conditions in rural areas,making use of the local resources,the paper conducts action studies for three lesson cases,and explores the effective strategies for upper primary comprehensive Chinese learning in rural primary schools.Two or three rounds of action research were carried out for the three lesson cases.The implementation results show that although there are many restrictions on the teaching of Chinesecomprehensive learning in rural areas,rural areas still have unique advantages: rich local folk culture resources,rich and colorful natural resources,etc.,which provide rich curriculum resources for the implementation of Chinese comprehensive learning,and also provide a way for cultural inheritance.At the same time,we can see that comprehensive Chinese learning activities have a great role in promoting the comprehensive Chinese literacy of students in rural areas and improving their interest in Chinese learning.