Research On The Design Features And Teaching Strategy In Chinese Integrative Learning

Chinese integrative learning, which has been known as a completely new learning form, is a breakthrough in the Chinese curriculum reform as well as the highlight of Chinese curriculum contents. As a brand new learning form of Chinese curriculum, Chinese integrative learning has always been a tough problem for Chinese teachers, especially for those top teachers. Therefore, this thesis aims at learning from research theories and research methods both at home and abroad, probing into the concept and characteristics of Chinese integrative learning, and putting emphasis on the study and analysis of problems that exist in the process of actual Chinese integrative learning in junior high schools, with the purpose of providing teachers with effective teachingstrategy in Chinese integrative learning. This paper aims to find out problems and explores a certain operational strategy for the teaching of Chinese integrative learning.The essay includes five parts.In the foreword, the thesis mainly elaborated the background, and puts forward the value orientation of this study. The second part introduces the concept of integrated language learning, gives an overall content and characteristics of Chinese integrative learning and its significance. The third part takes the people's education press' 2008 edition of Compulsory education curriculum standard experimental textbook ? Chinese language as research object, choosing all the integrative learning in the six books from junior to the third grade. On the basis of investigation, study and practice, the paper thoroughly analyzed and summarized the functionality characteristics of Chinese integrative learning in Compulsory education curriculum standard experimental textbook ? Chinese language of People's Education Press. The fourth part is the main body of this study, through a self-designed questionnaire, and the analysis of classroom teaching cases, the paper analyses the existing problems when the teacher implemented Chinese integrative learning profoundly. In the fifth part, combing the experiences in the practical teaching with both the author and other teachers since took part in the educational curriculum reform, this paper discusses the training strategy, the development of learning resources strategy, evaluation strategies and to ensure the students' subject status.