Reflection And Countermeasures Of Comprehensive Chinese Learning And Teaching In Junior Middle School

The comprehensive study of Chinese compiled by the Ministry adheres to the characteristics of "comprehensiveness","openness" and "autonomy",which deeply reflects the current educational concept and has great research value.This paper takes "comprehensive Chinese learning in junior middle school" as the research object,deeply reflects on the teaching of comprehensive Chinese learning in junior middle school,and puts forward specific countermeasures.It is hoped that it can help front-line teachers carry out teaching efficiently and continuously promote the all-round development of students.This paper mainly studies from the following parts:The first chapter is the introduction,which mainly analyzes the purpose,significance,academic value,application prospect and research status at home and abroad,so as to lay the foundation for the research of this paper.The second chapter is an overview of the relevant theories of Chinese comprehensive learning.This part mainly defines the connotation and characteristics of Chinese comprehensive learning,the distinction between Chinese comprehensive learning and similar concepts,as well as the theoretical basis for carrying out Chinese comprehensive learning in junior middle school,and combs the contents of Chinese comprehensive learning in junior middle school Chinese textbooks compiled by the Ministry in detail.The third chapter is the reflection research on the teaching of Chinese comprehensive learning in junior middle school.This part makes an overall reflection on the current situation of Chinese comprehensive learning in junior middle school.In terms of connotation,it reflects on the "integration theory","practice theory" and "tool theory".In terms of course content,it is found that the current comprehensive learning and teaching has the problems of weak discipline integration and insufficient resource development.On the "teaching method" and "learning method",it is found that teachers' concept is "weak" and implementation is "weak";Students have poor initiative,low sense of cooperation and poor summary.In teaching evaluation,it is found that teachers despise students' evaluation and can not clarify the correct evaluation method.The fourth chapter is to carry out the research on the Teaching Countermeasures of Chinese comprehensive learning in junior middle school.1?On the understanding of "comprehensive learning" of Chinese in junior middle school,teachers should change their ideas and constantly improve their ideological,cultural and professional qualities.2?As for the content of "comprehensive learning" course of Chinese in junior middle school,teachers should base on Chinese discipline and strengthen pluralistic integration;It can also explore from multiple angles and continuously develop resources.3?As for the "teaching method" of teachers and the "learning method" of students,teachers should use life materials and multimedia technology to create a real situation;Students should complete comprehensive learning activities from three aspects: independent topic selection,voluntary cooperation and self summary.4?As for the evaluation of Chinese "comprehensive learning" in junior middle school,teachers should vigorously promote students' self-evaluation,students' mutual evaluation and folder evaluation.The fifth chapter is the case analysis of junior middle school Chinese comprehensive learning teaching compiled by the Ministry.This chapter focuses on the real case of "the general situation of thousands of rivers and mountains-the comprehensive learning activity of "walking in the Ancient Poetry Garden",and analyzes and reflects on the four strategic angles proposed in the fourth chapter.