Primary School Learning Theory And Practice

In 2001, Integrative Learning was firstly adopted in Chinese curriculum structure in The Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) issued by the Ministry of Education. Integrative Learning, paralleling with"literacy and lettering","reading","writing","oral communication", is an organic part of the Chinese curriculum. It aims at strengthening the connection between Chinese curriculum and other curriculum as well as real life and promoting the integrative advancement and coordinative development of students'quality. Chinese integrative learning is a new learning method, advocating initiative learning, explorative learning and cooperative learning; it also embodies the new idea and theory in education reform on Chinese teaching. In addition, practically learning Chinese, cross-disciplinarily learning Chinese and developing Chinese curriculum are repeatedly emphasized in the stage objects and suggestion about implementation, which fully expresses the ideas of advocating integrative learning.However, Chinese integrative learning to most of our Chinese teachers is new subject. Experimental Draft pays more attention on concept, goal and suggestions instead of providing a systematical theoretical support. Teachers are urged to take initiative to study and explore this trial in the teaching practice, and it becomes a challenge for all the Chinese teachers, especially those who work at the first line. This dissertation intends to analyze the Chinese integrative learning, especially in the period of elementary school, trying to provide both theoretical gist and concretely maneuverable suggestions for the all the Chinese teachers when implementing the Chinese integrative learning, thus to promote the Chinese curriculum reform.In the theoretical study of the Chinese integrative learning for the elementary schools, this dissertation thoroughly explains the concepts, basic features, significance and the current situation at home and abroad. It takes a close look at the concept of the Chinese integrative learning and defines it as one of the five contents of Chinese curriculum objects and one of Chinese learning methods. Meanwhile, it briefly analyzes the theoretical basement of Chinese integrative learning (Activities—Experiment view, Combination of Teaching, Learning and Acting, Cooperative Learning View, Discovering and Studying View and Activities Teaching View.). It also comments on the current implementations of the Chinese integrative learning in Japan, the United States, the United Kingdom and France, so as to offer a guide of our promoting the learning theoretically in China.In the practical study of the Chinese integrative learning for the elementary schools, this dissertation mainly combines the teaching practice and makes researches on the teaching aims and plans, theme designs, implementation types and processes and evaluations by analyzing multi-types of cases in Chinese integrative learning. One of them is the outlining of the teaching plans which helps teachers master the basic planning skills. The analysis of the implementation of the process and tactics as well as following teaching cases will vividly guide the teachers how to organize the relevant activities. The study of the evaluation system helps to set up the correct integrative evaluation by providing teachers correct scientific ways of evaluation for references.In the flaws and prospects of the Chinese integrative learning, this dissertation objectively outlines the basic situation of the learning, in combination with the current reports of the investigations and general problems, and gives related suggestions after a close analysis.Chinese integrative learning is a comprehensive project which takes a quite long period to explore. Only under the guidance of the new curriculum connotations can we further study teaching theory, master the setting of the themes and concrete maneuvering methods and measures. It is firmly conviced that the Chinese integrative learning will play a bigger role in facilitating the Chinese curriculum reform and uplifting the students'general quality.