Main The Implementation Of Language Learning In Educational Horizons

Along with Promulgating of the "Full-time Compulsory education Chinese Curriculum Standard (Experimental Manuscript)", the Chinese Integrative Learning was implemented in 2001, under the requirement of worldwide curriculum reforms and development of our country' education . It comes from the synthesis of our ancient time education, passed through the long and tortuous historical development, and then appeared gradually.The Chinese Integrative Learning is one kind of curriculum shape, at the same time, it is also a study way to realize the curriculum. It has many kinds of types and many essential characteristic, such as the comprehensive nature, the subjectivity, the practicality and the openness.After the comprehensive inspection, we find that implementation situations of the Chinese Integrative Learning in some local is not optimistic, the main reason is that the teacher, the school, the family as well as the society have not prepared very well, and the Chinese Integrative Learning theory itself is imperfect, there are also many problems in the actual operation. Among them, the phenomenon of "the false subjectivity" is most prominent.In order to improve the present implementation situation of the Chinese Integrative Learning, we have introduced the Subjective educational theory. It has provided the direction for solving extant question of the Chinese Integrative Learning, and also provided the theory support and the goal guidance for its implementation.Implementing the Chinese Integrative Learning under the Subjective educational theory, we need guarantee teachers' subjectivity, as well as whole relation of the school, social and the family in order to take" enhancing subjectivity...