Comparison And Study On Comprehensive Learning Units In Chinese Experimental Textbooks For Junior Middle School Students

The appearance of a comprehensive unit in the Chinese text book for junior middle school students should be a great progress in the elementary education of Chinese. Its innovative nature has attracted many teachers and educationists who have been trying hard to improve the existing educational approaches to devote themselves in. At present, among the existing editions of Chinese text books, the most three popular ones have common in their novelty in designing the comprehensive unit. This thesis is to make a comparison between the comprehensive units in those three editions so as to offer a little contribution to the research in this area.This thesis is divided into four parts. The first part begins with the introduction of comprehensive ways of study at home and abroad with a view to reveal the significance of setting a comprehensive unit. In the second part, the author will expatiate the guidelines given by the New Standard of Teaching by discussing the meaning and approaches of a comprehensive study. The third part is the key part in which the comparison is made. Each of the existing editions has its own style in its setting, its educational aim and its contents, but also shares common ground in many aspects. The comparison of the three editions shows that they have similarities in the guideline, the form and characteristics of study activities, and the process, but are different in the setting, the emphases and the required amount. The fourth part is built on the basis of the previous parts. It concludes that the merits of the three editions lie on their novelty in ideas and course design, and their shortcomings are from their constraint of the set educational aim, their lack of applicable evaluation criterion and their neglect of details.