Research On The Design Of Chinese Comprehensive Learning Activity In Junior Middle School

Chinese comprehensive learning as a learning method runs through reading,writing,oral communication and other learning processes,and is reflected in the comprehensive use of Chinese knowledge,the overall development of listening,speaking,reading and writing,communication between Chinese courses and other courses,Chinese textbooks and life.The close combination of practice is the most direct reflection of the comprehensiveness and practicality of the Chinese curriculum.The Chinese comprehensive learning activity is an important carrier for cultivating students' core literacy.By selecting the content topics in Chinese textbooks,combining with real life situations,designing real tasks to extend and complement Chinese language learning,and point to the development of students' key competence.This thesis is based on the research of junior middle school Chinese comprehensive learning activity design.From the practical perspective,through questionnaire surveys and case analysis to find problems in the comprehensive learning activity design.From a theoretical perspective,the guiding principles of problem solving are summarized.Strategy.The research in this paper follows the path of asking questions,citing theory,and formulating strategies.The research content is divided into five parts:The first part is an overview of the comprehensive learning of junior middle school Chinese language.It analyzes from the connotation,characteristics and meaning of comprehensive Chinese language learning,the relevant requirements in the Chinese curriculum standards,and the content arrangement of the unified textbook.The second part is to investigate the design of Chinese comprehensive learning activities in junior middle school.By investigating the behaviors of students and teachers in comprehensive learning activities,it finds that teachers have problems in the integration of activity content,activity task design,and activity process support.The third part is the theoretical basis and guiding principles of the design of comprehensive learning activities for junior middle school.Based on the combinationof activity theory,constructive theory,and multiple intelligence theory,the principles of Chinese comprehensive learning activity are integrated,authenticity,intermediary and cooperative.The fourth part is the method of subject design of Chinese comprehensive learning activities in junior middle schools.Combining the experience of large unit teaching design and constructive learning design,two strategies for the theme design of comprehensive learning activities are proposed.Theme,the second is to design an inquiry theme based on real problems.The fifth part is the method of activity process design of Chinese comprehensive learning in junior middle school.First,it is to create an activity context and design hierarchical sub-activity tasks.Secondly,it is to build a study community and everyone shares the task.Then,it is to provide a scaffolded to accomplish the activity task.The last is to design the display and evaluation of the results of activities.