A Study Of The Teaching Strategies For Synthetical Language-Learning In Junior Grades Of Primary School

QianXuesen’s question at the beginning of the21stcentury has aroused widediscussion about quality education on a national scale. What kind of Chinese teachingand learning conforms to the cultivation of students’ Chinese quality has become a hotissue of Chinese teaching reform in this new century. According to one opinion,integrative learning is a good choice to improve students’ Chinese quality as well as apoint of penetration for Chinese teaching reform.Teaching reforms have been prevailing in primary schools in China. Teachers arehighly identified with integrative Chinese learning activities. However, why are studentsincreasingly unwilling to participate in Chinese practice as they are in a higher grade?After many years of curriculum reforms, why is Chinese learning still limited toclassroom teaching and after-class exercises? Dare not the teachers throw themselvesinto practice or are they unwilling to carry out in-depth explorations? Is thephenomenon attributed to teachers’ teaching or other underlying causes? Based on thedaily teaching of Chinese teachers in Lianguang Primary School and neighboring onestogether with the students’ learning state, this essay probes into the causes of theproblem.After further in-depth research, the author has found that experts at home andabroad are highly identified with integrative Chinese learning activities, and relevanttheoretical researches have reached a high level and been quite fruitful. Unfortunately,practical researches in this field in lower grades are rare. In fact, many developedcountries lay much emphasis on students’ practice on integrative Chinese learningactivities under the guidance of their teachers when they start school. What is more,teaching materials of integrative practical Chinese activities are arranged in the courseof the national language in some countries. Therefore, the author has decided to conducta practical research on low-stage integrative Chinese learning activities. In accordancewith the physiological laws of children’s cognitive development, based on theexpectations for low-grade students’ development in the New Curriculum Standards,this essay introduces the implementation of the practical research in the aspects of accumulation, comprehension, expression and practical operation. By using practicalChinese activities with specific goals and rich contents, students with differentcharacteristics have been improved to different degrees with the help of differentpractical Chinese activities. In this way, their Chinese quality has been enhanced.Two years of practical research on integrative Chinese learning activities hasproved that teachers should lead their students to take part in a variety of integrativeChinese learning activities that have clear goals and aim to cultivate the students’Chinese ability when they start school. Those activities pay a significant role inimproving students’ interest in Chinese learning, enriching their accumulations andexpressions and helping them develop good habits of Chinese learning. Finally,integrative Chinese learning activities should be elaborately planned under the guidanceof the idea of promoting students’ Chinese quality. Only through students’ earlyparticipation can their Chinese quality be really elevated.