An Exploration Of The Comprehensive Study Of Chinese In Junior Middle School

The partially-edited junior high school Chinese textbook was put into use in 2016,and the content has undergone major changes compared with previous textbooks.Under the influence of new educational concepts and teaching needs,comprehensive learning content has also been adjusted accordingly.As one of the five major teaching contents of Chinese courses,comprehensive learning has the characteristics of comprehensiveness,contextuality,and practicality.Its unique teaching value is of great significance for improving students' Chinese core literacy and developing multiple intelligences.The thesis takes the part-edited version of comprehensive junior high school Chinese learning as the research object,and extracts the theoretical basis for comprehensive Chinese learning by collecting and sorting out relevant reference materials at home and abroad.Combining the comparison between different versions of textbooks,summarize the characteristics of the partially compiled junior high school Chinese comprehensive learning textbooks.According to the current teaching situation of comprehensive learning,it analyzes its existing problems,puts forward implementation suggestions on teaching materials and current teaching situation,and designs teaching cases.The thesis is mainly composed of the following six parts:The first part is the introduction.It mainly includes the reasons for the topic selection,the significance of the topic selection,theoretical basis,research summary,research methods and related explanations,which lays the theoretical foundation for the following research and provides research directions.The second part is an overview of comprehensive Chinese learning.First,it explores the origin and development of comprehensive learning.Secondly,it defines its concept based on the opinions of various scholars on comprehensive learning.Thirdly,it expounds the characteristics of comprehensive Chinese learning.Finally,the relationship between comprehensive learning and other teaching content is sorted out.The third part is the analysis of the layout of comprehensive learning materials.First,explore the basis for compiling comprehensive learning materials.Thirdly,it analyzes the innovative features of the section design,language application,and layout style of the comprehensive junior high school Chinese learning materials compiled by the Ministry of Education.The fourth part is a survey of the current situation of comprehensive Chinese learning and teaching in junior high schools.The methods used are questionnaire surveys and case studies,and the subjects of the survey are teachers and students in middle schools.Combined with the data,it is summarized that the teaching design is unreasonable,the input and effectiveness are unbalanced,the concept and purpose are vaguely recognized,the team cooperation is not effective,the student's ability is insufficient,it is difficult to meet the curriculum standard requirements,the guidance and evaluation are one-sided,and there is a utilitarian tendency.And other issues,and analyzed the reasons for the status quo.The fifth part is the recommendations for the implementation of comprehensive Chinese learning in junior high school.According to the innovative characteristics of the textbook,the basis for writing and the problems in teaching,the corresponding implementation suggestions are put forward from the perspective of the theory of multiple intelligences and the core literacy of Chinese.The sixth part is teaching design.Combining the above analysis of the teaching materials and teaching status and the proposed implementation suggestions,taking a comprehensive learning topic in the partially edited textbook as an example,designing a teaching plan and expounding the design intent.