A Study On The Present Situation And Countermeasures Of Chinese Comprehensive Learning In Junior Middle School

With the promotion and deepening of the new curriculum,comprehensive learning of Chinese in junior middle school has become one of the focal points in the implementation of the curriculum reform,which has been widely concerned by people from all walks of life.From the implementation of the full-time compulsory education Chinese curriculum standard(experimental draft),"comprehensive learning" has been compiled as an independent and important link in the Chinese textbooks.As a result,various versions of the junior high school Chinese textbooks will be the language comprehensive learning set as a learning plate.Because of its characteristics of comprehensiveness,practicality and openness,it is very important to cultivate students' ability in thinking,language,behavior and so on,so as to improve their Chinese core accomplishment.In 2016,all the junior middle school Chinese textbooks were changed into partial textbooks.With the change of the textbooks,the idea and way of compiling the comprehensive learning board have changed to a certain extent.Then,what are the changes in the concept of comprehensive learning in the textbook,and the current situation of the implementation of the new round of comprehensive learning of Chinese in junior high school? On the basis of the previous experience of curriculum reform,it is necessary for us to investigate and study the comprehensive learning and teaching of the department textbooks through the correct grasp and implementation of a series of problems such as the idea of compiling the textbooks and the implementation of the textbooks.Using the methods of literature research,investigation,interview and so on,this paper investigates and analyzes the development and existing problems of comprehensive Chinese learning in Huangling Middle School of Taiyuan City in many aspects.The research of this paper begins with the reference of literature,grasps the research results of comprehensive learning at home and abroad,collects the relevant theoretical basis,and forms the basic theoretical framework of comprehensive learning of Chinese.This paper defines the concept of Chinese comprehensive learning through the previous research results and curriculumstandards.On this basis,it expounds the characteristics of Chinese comprehensive learning,the compiling idea of the editorial textbook,and the characteristics of the compiling content.The results show that there are still some problems in the implementation of comprehensive learning activities from the perspective of teachers: teachers do not know enough about comprehensive Chinese learning,and teachers can not localize curriculum resources in combination with students' actual situation.Teachers carry out the way is relatively backward and so on.A survey on students' participation and perception of evaluation shows that students' autonomy in comprehensive learning activities has not been fully developed and their subjective status has not been well guaranteed.Finally,combined with the implementation of comprehensive Chinese learning of the Ministry of Teaching practice,specifically,taking the curriculum standard as the criterion,taking the students as the foundation,starting from the actual situation,combing the important connotation of the comprehensive Chinese learning,So as to strengthen the guidance to students,select the main contents of comprehensive learning scientifically,so as to stimulate students' enthusiasm for learning Chinese in the activities,and promote the diversification of evaluation methods of middle school students,and widely promote the students' interest in inquiry.