Research On The Realization Mechanism And Application Of Integrative Learning

Core Competencies,as a comprehensive performance,a holistic requirement,and a literacy integration,always emphasizes the integration of students' "seek knowledge","doing",and "being",pointing to more integrated learning.In recent years,integrative teaching is also in full swing in primary and secondary schools.Although it has achieved results,it also exposes some problems: piece together without integration.Integration has become a static patchwork,losing the power of aggregation.The reason is that teachers' understanding of integrative learning is biased and lack of systematic methods.In order to solve this problem,in order to ensure that integrative learning can happen,it is necessary to clarify how integrative learning occurs.Only in this way can we provide practical methods for front-line teaching.The research aims to explore what is the realization mechanism of integrative learning and how to apply it in the future frontline teaching.First of all,starting from theory and practice,explaining the background to the existing research deficiencies to discuss the problems of this research,and through the systematic inspection of the relevant content of integrative learning,the theoretical basis is summarized,and the research design is carried out.Next,what is integrative learning? What should it be?From the perspective of development theory,knowledge theory and learning theory,it is proposed that integrative learning is the learning that promotes the whole development,the learning that focuses on knowledge connection,and the learning that carries on the practical inquiry.It summarizes five characteristics of integration,migration,integrity,practicality and autonomy,and expounds the value from two aspects of students and development.Then it analyzes integrative learning from four aspects: scope,object,method and level.Integrative learning is to realize the integration of knowledge and knowledge,knowledge and life,knowledge and action,things and self within the subject,interdisciplinary and transdisciplinary scope.Through the teaching methods of units and topics,the overall cognition,in-depth understanding,and fusion creation are finally achieved.Then it is the research on how integrative learning occurs.It is demonstrated from two aspects: internal basis and empirical support: practical participation is its fundamental mechanism,big concept is its basic approach,and core issues are its basic tools,and its establishment conditions are analyzed to provide a basis for subsequent model analysis.Then it proposes the basic mode of core problem-driven macro-concept learning,and designs two specific operation methods of research and project based on the classification of the problem.Finally,through a large number of classroom observations,it summarizes two difficult problems that teachers have in the integrative learning design: the design of core problems,the selection and determination of large concepts,and proposes solutions to the two difficult problems.This research has made certain breakthroughs and contributions both in theory and practice.First,the connotation and characteristics of integrative learning are explained through theory.Secondly,the scope,objects,methods,and levels of integrative learning have been clearly understood,and the realization mechanism of integrative learning has been explored,and it has been explained from both theoretical and practical aspects.The internal mechanism further enriches the theoretical research of integrative learning;finally,the basic mode and specific operation methods of integrative learning that can be used by frontline teachers are put forward,which contributes to the implementation of integrative learning in the classroom.