The Comparing Research On Integrative Learning Activity Design Between Chinese And English Textbooks In Junior Middle School

With promulgation of Compendium of Curriculum Reform of Fundamental Education(trail) in 2001, junior middle school Chinese textbook also carried on the revision. The highlight of this revision is not only “hand writing and identifying words”, “browsing books”, “writing article” and “spoken language human relations” in course architecture, but also bring a new module named “integrative learning”. Furthermore, the Chinese Curriculum Standard for Full-Time Compulsory Education(2011 version) emphasize repeatedly the importance of combining Chinese course with life, focus on training students` ability of Chinese practice and improving Chinese literacy in Chinese learning in course fundamental concept, teaching advice, evaluation advice, all about this is advocating integrative learning in Chinese. In England, integrative learning is called special activities. Although concept of special activities has not be presented clearly in curriculum standards, but special activities has become a kind of fundamental learning style.Throughout the special activities in various countries mother tongue teaching material, most teaching activities are organized by special subject. Students could get promoted in verbal skills and Chinese accomplishment. Special activities in England is a typical example.This research base on the foreign research achievement, try to get some experiences and look forward to getting a certain reference value for writing and using integrative learning of Chinese textbook by comparing integrative learning in China and UK. The main body of this paper include five parts. Apart from the isagoge, section two discusses comparison of mother tongue textbook integrative learning on learning concept between Chinese and English. The third chapter talks about comparison of mother tongue textbook integrative learning on writing system and content between Chinese and English. Section four is trying to find out the difference of concept of education, textbook design and mindset drill by comparing of the content and design in two examples of integrative learning in China and English. Section five shows the enlightenment and suggestion after comparing. Find revelation of integrative learning in Chinese from “special subject” in England and combine our education current situation, hoping to explore the design plan of integrative learning textbook which suit our students’ learning situation.