Research On Teaching Strategy In Chinese Integrative Learning Of Junior High School

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. 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 teaching strategy in Chinese integrative learning.In the foreword, the thesis explains the basis, methods, value and present situation of the study of Chinese integrative learning home and abroad. The body is divided into three main parts: the first part introduces the concept, methods of discrimination and basic characteristics, which shows the essence of Chinese integrative learning from the angle of theory; the second part analyzes the present situation of actual Chinese integrative learning in junior high schools and focusing on the four main problems existing at present, namely the monotony of curriculum resources, the virtualization of learning process, the ineffectiveness of teaching operation and the dissociation of learning assessments; the third part puts forward four solutions to the above-mentioned problems—improving the utilization and development of curriculum resources of Chinese integrative learning, applying various learning styles to implement a real process of Chinese integrative learning, using classroom teaching strategy of Chinese integrative learning, and building up a perfect assessment system for teaching and learning effect. Following the three parts is the conclusion. And I hope my paper can contribute to greater attention on Chinese integrative learning from the extensive educationalists and provide some references for their theoretical research and teaching practice.