Reasearch On Project-based Integrated Learning Teaching Strategies Of Chinese In Primary School

Explored in teaching practice,Chinese integrated learning of primary school language is a new pattern of language curriculum,an important part of language teaching,a vital factor to connect comprehensiveness and practicality,instrumentality and humanism in Chinese subject.It has changed the traditional form of teaching,broken through the barriers within Chinese subject and between Chinese subject and other subjects,and innovated a new form of Chinese curriculum.With the unification of the Ministry’s textbooks,the students have a fixed learning content,and the teachers have more teaching basis.However,from the teaching design and teaching practice,it is found that the teaching of Chinese integrated learning still lacks a teaching approach that can be referred to and implemented.Through reading the literature,it is discovered that project-based learning meets the teaching needs of Chinese integrated learning.Therefore,based on previous research,this paper investigates the current situation of project-based integrated language learning in elementary school and proposes corresponding teaching strategies in order to better integrate and develop the two.This paper adopted literature,survey and case study methods to sort out the characteristics of project-based integrated language learning in primary school,such as directivity,integration,situation,cooperation,endogeny and diversity,and to expound two different teaching patterns within disciplines and across disciplines.The results obtained so far are summarized,including the change of teachers’ ideas,the enhancement of students’ information integration ability and the enrichment of learning resources.The problems in teaching are summarized as follows: First,the driving problem: insufficient situation creation and low enthusiasm of students;Second,cognitive tasks: low-order cognition,lack of continuous inquiry;Third,learning practice: the project is formalized and lacks effectiveness;Fourth,learning evaluation: process evaluation is fuzzy,lack of reflective evaluation.In view of the problems existing in teaching practice,this paper puts forward the following teaching strategies: First,create driving questions to enhance immersive experience;Second,assign high-order cognitive tasks to enhance the persistence of inquiry;Third,set up efficient learning group and develop learning community;Fourth,the use of performance evaluation,add the reflection evaluation section.Finally,according to two different teaching patterns within and across disciplines,two Chinese integrated learning projects as reference materials for teaching practice,such as Fairy Tale Kingdom and Private Notes of a Travel Experience Officer,which are designed from six aspects: entry activities,knowledge and ability construction,exploration and formation of results,evaluation and revision,disclosure of results,reflection and transfer.In the section of case summary and reflection,this paper discusses the case design rules of teaching patterns within disciplines and across disciplines,and summarizes the laws of unit integrated teaching.In order to enrich the diversity of teaching case implementation,the strategies of enrichment,informatization,visualization and integration are put forward.In this paper,under the framework of project learning theory,the teaching status and countermeasures of Chinese integrated learning in primary schools are studied,which is innovative in terms of research objects.The findings and the designed cases can provide values for the theory and practice of Chinese integrated learning of primary school language.