A Study On The Strategy Of Teaching Integrated Learning In Unified Middle School Languages At Different Levels

With the implementation of the "double reduction" policy and the reform of the language curriculum standards for compulsory education in 2022,improving quality and efficiency and enhancing core literacy have become major trends in language teaching,and integrated learning,which is integrated,practical and open-ended,has become a major challenge in language teaching reform.In the current integrated learning teaching,problems such as the straying of objectives,the rigidity of activities,the lack of effective feedback and the weak awareness of student participation have led to insufficient training of students’ abilities and low teaching efficiency,and reflect the need to improve the traditional teaching model.Tiered teaching,however,is in line with current trends and can take into account different dimensions such as students’ learning situations,personality preferences,task difficulty and the amount of homework,providing students with flexible choice and helping to stimulate students’ autonomy in learning and improve their overall abilities in a targeted manner.Therefore,the integration of tiered teaching into integrated learning can help to improve the current problems in integrated learning teaching.The introduction introduces the origin and significance of the topic,reviews the existing research findings on integrated learning and tiered teaching at home and abroad,and proposes further ideas on the integration of the two based on previous research.The first chapter explains the feasibility and necessity of introducing tiered teaching into integrated language learning teaching,which is the theoretical basis of the study.The study is carried out at three levels,namely,the textbooks,the new curriculum standards and the direction of educational reform.The new language curriculum standards have strengthened the articulation of the objectives of the various levels of integrated learning,and also reflect the emphasis on core literacy and the integration of the five literacies;while the contextualisation,interdisciplinary integration and cross-media approach of the education reform permeate the activities and propositional trends of integrated learning.Chapter 2 summarises and reflects on the current state of integrated learning teaching through the distribution of questionnaires and analysis of data to groups of junior secondary language teachers and students.It also combines teaching experiences and observations to systematically analyse teachers’ shortcomings in conceptual awareness,activity organisation and feedback evaluation as well as students’ problems and confusions in terms of participation awareness,division of labour and learning effectiveness,and identifies the lack of students’ interest and the ineffectiveness of integrated learning teaching.This serves as the practical basis for this study and the starting point for proposing tiered measures and refining teaching pathways.Chapter 3 focuses on the preparation stage of integrated learning teaching and proposes strategies for stratification in terms of the analysis of the learning situation,the requirements of the standards and teaching materials,and the development of extracurricular resources,respectively.It is pointed out that teachers should sort out ways to clarify tasks according to students’ literacy,the key objectives of each school level and the logic of activities in each unit;design activities that meet students’ characteristics and preferences with the help of reorganising and improving the content of textbook activities;and broaden students’ thinking horizons and improve their comprehensive abilities by tapping into cross-media and cross-disciplinary resources and other extra-curricular life resources.Chapter 4 sets out in detail the tiered process for the implementation phase of integrated learning teaching,in terms of guided grouping,model teaching and reporting formats.Grouping is a combination of self-selection and teacher co-ordination,with flexible reward mechanisms in place to promote individual progress;the teaching process introduces context and scaffolding,task-driven learning and reinforces logical thinking;a sense of rules permeates the reporting of results,observing student performance,paying attention to the diversity of presentation formats and guiding whole-person participation to bring out students’ potential and strengths.Chapter 5 concentrates on the tiered approach to the assessment stage of integrated learning teaching,analysing the development and use of assessment scales,the principles and strategies of assessment tierings,and the collation and value of assessment information.The assessment scales that integrate subjective and objective bases ensure that the criteria are standardised and reasonable,but also take into account students’ process performance and literacy levels,and focus on the development of multidimensional skills;stratified assessment should follow the principles of totality and timeliness,but also pay attention to individual differences and strengthen the guidance of students’ thinking processes;in addition,the organisation and review of assessment information with the help of the archive assessment mechanism can bring into play students’ subjective initiative In addition,the assessment mechanism of the dossier focuses on the collation and review of assessment information,which can bring into play students’ initiative,promote the redevelopment of students’ comprehensive ability and reflection level,and fundamentally improve the teaching efficiency of integrated learning.In summary,Chapter 1 forms the theoretical basis for this paper,Chapter 2 is the practical basis for the development of integrated learning tiered teaching,and the last three chapters present strategies for tiered teaching around the three stages of preparation,implementation and evaluation of integrated learning teaching in junior secondary languages.This paper attempts to introduce a whole-process,all-round tiered strategy to improve the teaching path,enhance students’ learning efficiency and comprehensive literacy,and effectively improve the problems that exist in the current integrated learning teaching.