Comparative Study On Integrated Learning Of Chinese Junior High School Textbook Prepared By The Ministry Of Education And "American Literature"

Chinese integrated learning is a new type of curriculum organization,is a huge progress in Chinese curriculum and teaching reform.As the most important carrier of the course content,the textbook is seen as "state power",playing an important role in curriculum reform.This paper focuses on the problem of choreography of integrated learning of Chinese textbooks,takes Chinese junior high school textbook prepared by the ministry of education and "American Literature" as research objects by the way of comparative research trying to make a comparative study of integrated learning in Chinese and American textbooks,learning from the experience of the American language teaching materials on the arrange style,learning content and activity design of integrated learning.Expecting to provide a reference for the compilation and use of Chinese textbooks.There are five chapters in the main body of the thesis,and the details are as follows:The first chapter is an overview of the two sets of textbooks.The basic conditions of the two sets of textbooks are introduced separately,and the design concepts and contents of integrated learning are analyzed and summarized.The second chapter compares the layout of integrated learning of the two sets of textbooks.The study found that there are huge differences in the layout of the two sets of textbooks.The Chinese junior high school textbook prepared by the ministry of education has a layout of three-line integrated and the overall planning of three topics."American Literature" has a layout of a combination of two lines,and the planning of a large unit system combining literature and history.The third chapter compares the integrated learning content of the two sets of textbooks.This chapter delves into the characteristics of the two sets of textbooks in the selection of integrated learning content from the aspects of theme selection,activity content and knowledge system.Then carried out a comparative analysis,revealing the differences between the integrated learning content of the two sets of textbooks in the topic value mining,highlighting the characteristics of the Chinese subject,and the construction of knowledge systems.The fourth chapter compares the activity design of integrated learning between the two sets of textbooks.First,the comparative research method was used to compare and analyze the activity design of the integrated learning of the two sets of textbooks from the aspects of goal determination,process design,and evaluation design.Then,two integrated learning cases were selected for case comparison and differences were found in comprehensive of the goal,the implicitness of the activity chain,and the requirements of media use.The fifth chapter is the general induction and reflection on the integrated learning of the two sets of textbooks.With the help of questionnaire survey to investigate the current situation of integrated learning in China,combined with the experience of "American Literature",suggestions were put forward for the compilation of integrated learning textbooks in China.