The Theoretical Thinking And Implementation Strategies Of Chinese Comprehensive Learning In Junior Middle School

In 2001, the "full time compulsory education language curriculum standards"(experimental draft) was promulgated, for the first time put forward the "language integrated learning", and it has been incorporated into the Chinese curriculum system. Although the history of its development is only fifteen years or so, but both theoretical research and teaching practice have been experienced a procession from groping to correcting to reflection. In this process, the Chinese scholars have made a solid research on the study of foreign language, and achieved significant results. But as a result of Chinese comprehensive study is always in the edge position of the Chinese teaching, and the concept has been unable to agree on which is right, in addition, curriculum design, implementation, evaluation, and so the operation are complex, although people realize the value of it, but it does not form a mature theoretical system which can be used as a reference for teachers’ teaching. This thesis is based on the theory of Chinese comprehensive study, discuss its connotation and extension, based on the investigation and study on the present situation of Chinese comprehensive study,the author puts forward some own reflection on the present situation of teaching, selection of part of the teaching activities for the display case, to further deepen the understanding of Chinese comprehensive learning,under the Enlightenment of the theory of multiple intelligences and the view of post modern curriculum,some teaching strategies are put forward based on the present teaching situation in China.Based on the above theoretical and practical research, the teaching principles, which hope to provide some reference for teachers teaching.