Research On Situation Design In Comprehensive Chinese Learning In Junior Middle School

With the deepening of Chinese curriculum reform,people gradually realize the significance and value of "situation" in improving students' Chinese literacy.The Chinese curriculum standards for compulsory education(2011 edition)emphasizes "improving students' Chinese literacy in practice";The Chinese curriculum standards for ordinary senior high schools(2017 edition)explicitly cultivate students' Chinese proficiency in complex situations.At the level of curriculum implementation,both the compulsory education stage and the ordinary high school stage,both the teaching and the proposition,the situation has become an important concept.As one of the five learning areas of Chinese curriculum in compulsory education,comprehensive learning is more comprehensive and practical,and requires more situational design.However,as far as the current Chinese curriculum is concerned,there are many problems in the context design of comprehensive learning,whether it is the textbook arrangement or the curriculum implementation.Considering the above reasons,this paper starts from the middle school to explore the theoretical basis and optimization strategy of situational design in Chinese comprehensive learning.The first chapter mainly discusses the theoretical basis and key elements of Chinese comprehensive learning situation design.Based on the theory of "integrated teaching" and "constructivism",this paper expounds the connotation and characteristics of the three situational elements of "background","task" and "bracket".The second chapter focuses on the comprehensive learning design in the unified junior high school Chinese teaching materials.From the perspective of three situational elements,it analyzes the situational design in the 15 thematic comprehensive learning and 4 "activity and exploration" unit comprehensive learning,and summarizes the design characteristics and problems.The third chapter is the current situation investigation.By means of questionnaire survey,we can understand the current situation of situation design in comprehensive learning of junior middle school Chinese.At the same time,supplemented by case analysis,10 comprehensive learning design cases were selected from important Chinese professional journals to analyze the characteristics of their situation design,so as to make up for the lack of depth of questionnaire survey.First-linelanguage teachers generally have a sense of context design,but most of them equate "context" with "background".Teachers' understanding of the scope of "comprehensive Chinese language learning" is too narrow,and the elements of context are not clearly defined.In particular,a "bracket" And design guidance for the "mission" element.The fourth chapter proposes the design strategies for comprehensive learning of junior high school Chinese language from the three elements of "background","task" and "stent" according to the problems found in the current situation investigation.The main design strategy of the "background" element is to determine the theme flexibly,use the appropriate environment,and optimize the learning method.The main design strategies of "task" elements are: regulating task attributes,improving task representation,designing task sequences,and enriching task forms.The main design strategies of the support elements are: use the interpretation,comparison,classification,and questioning strategies to optimize the data support;analyze the learning results and typical examples to build a strategic support;teach the method of making plans,play the role of model demonstration,and combine Various evaluations optimize metacognitive scaffolds;use statements or questions to refine process lists and optimize main procedural scaffolds.