Teaching Experimental Research On Integrative Learning Of Chinese In The First School

The curriculum reform with core accomplishment as the core calls for a new learning mode,and teachers' teaching is for students' learning.Therefore,this paper took students' learning as the starting point,and designed teaching experiments and specific teaching programs on the basis of the definition and theoretical model of integrated learning,which is a new learning method proposed by Lian Rong.Two parallel classes were chosen as the experimental class and the comparative class in senior one of Fuzhou Jinshan Middle School,and A six-week course experiment of Chinese integrated learning and its metacognition was carried out in psychology class of the experimental class.Before and after the experiment,students' integrated learning level and metacognitive level were measured.Meanwhile,the entrance and final Chinese scores of the experimental class and the control class were collected.After data analysis,the following conclusions were drawn:1.The integrated learning and its metacognitive curriculum of senior high school Chinese can improve the integrated learning level of middling students(p < 0.05);2.The integrated learning and its metacognitive curriculum of senior high school Chinese cannot improve students' metacognitive level(p > 0.05);3.Integrated learning can improve students' Chinese learning level,especially middling students(p < 0.05)?Considering the difficulty of the integrated learning style,the short course time and the learning situation of the underachiever,further targeted training,namely case study,was conducted for the underachiever.Six Chinese underachievers were selected to carry out the knowledge integration training for 8 weeks.Based on the test data of six people before and after the training,the change of Chinese performance and the interview after the training,the following conclusions were drawn:According to the results of the questionnaire,it can be seen that the knowledge integration training can improve the integrated learning level and Chinese learning level of the underachievers,but it cannot significantly improve the metacognitive level.According to the results of the interviews,the underachievers are optimistic about the integrated learning,but there are still many problems in the practical application.To sum up,from the perspective of the overall intervention effect,integrated learning can promote the improvement of Chinese learning performance,but it plays a different role for students with different learning levels,so different students should be taught according to their aptitude.