Research On The Problems And Strategies Of Integrated Teaching Of Chinese Units In Junior Middle School

Under the background of the new curriculum,the united integrated teaching is a new teaching mode,which adapt the requirements of the new curriculum standard to promote the overall improvement of students' Chinese literacy.Therefore,the Chinese unit integrated teaching is taken as the research object in this paper.Since teachers play an important role in the process of unit integrated teaching,this research regards teachers as the primary object of investigation.With adopting quantitative research mainly and qualitative research supplemented,this paper takes the Chinese teachers of junior high school in Neixiang County as survey object.The questionnaire makes a research and analysis based on the understanding and application of unit integrated teaching by teachers and the design of the main teaching links.Through interviews,we can further realize that the situation of the design and implementation of unit integrated teaching in terms of teachers to supplement to the questionnaire.Moreover,the corresponding improvement strategies are proposed for the current problems in the unit integrated teaching of junior middle school Chinese teachers in Neixiang County.The structure of this paper is as follows:Introduction: This part mainly explains the reasons for selecting the topic,combs the research related to the unit integrated teaching at home and abroad,defines the relevant core concepts in the paper,and the theoretical basis and basic principles of the unit integrated teaching of Chinese.A brief introduction is given,and finally the research method of this paper is explained.Chapter 1: The questionnaire survey method is primary applied in this paper.It mainly used to investigate and analyze the teacher's understanding and application of unit integrated teaching as well as the design of the main teaching links.Apart from it,the interview method is served to further supplement the questionnaire results.Chapter 2: The problems and reasons of the united integrated teaching of Chinese in junior high schools in Neixiang County can be summarized as follows: resulting in unreasonable design of unit teaching objectives,as teachers lack of experience and theoretical guidance;the teachers' weak ability of text interpretation and the lack of teachers' collective lesson preparation contribute to unscientific design of unit teaching content;the teachers' evaluation concept is rather traditional and they does not consider the student-centered,which generate imperfect unit teaching evaluation;inexperience teachers,insufficient school training,and lack of time give rise to using unit integrated teaching in low frequency;without plenty of scientific guidance for teachers and inadequate level of knowledge for students all bring about the teaching effect that is not up to expectations.Chapter 3: Improving the implementation of unit integrated teaching of Chinese in junior high schools in Neixiang County,it mainly starts with schools and teachers,that is,schools should conduct systematic training and method guidance,organize teachers to make collective lessons preparation;on the other hand,teachers continue to improve their professional abilities,optimize unit integrated teaching design link with unit teaching objectives,keep a watchful eye on students' classroom experience,unit teaching content and unit teaching evaluation and pay attention to complement each other with single-part teaching.The last is the conclusion and appendix.