Research On The Implementation Strategy Of Chinese Ontology Integration Teaching In Junior Middle School

With the deepening of Chinese curriculum reform in junior middle school,more and more attention has been paid to integrated teaching in today's classroom.However,in the actual integrated teaching,the ontological position of Chinese has not been given due attention,and the integrated teaching design is still based on the unit of text or class hours,which separates the integrity and structure of the subject knowledge content,and what students learn is only miscellaneous Random and scattered knowledge points did not help students to establish a complete internal cognitive structure.Based on this,the author defines the research content as "the research on the implementation strategy of Chinese ontology integrated teaching in junior middle school",which not only hopes to inject Chinese ontology blood into integrated teaching,but also regards the subject knowledge content as a complete system for integrated teaching design,and hopes to improve students' ability of using language and characters,cultivate students' subject core quality,and promote students' ability of using language and characters Comprehensive development.In this paper,while using the literature research method,we also use the case analysis method,classroom observation method and other research methods to objectively and directly understand the current situation of Chinese integrated teaching in junior high school,and make in-depth analysis of the existing problems,and then put forward operational suggestions.This article is divided into five chapters to discuss the content of the article.The first chapter systematically reviews the relevant research results of integrated teaching and Chinese ontology integrated teaching,reviews the literature,combs out the basisof this study,and explores the research space of this paper.The second chapter defines the concepts of "integration","integration teaching" and "ontology integration teaching",and expounds the two theoretical bases of psychology and system theory of integration teaching.In the third chapter,according to the Chinese curriculum standards,the training objectives and principles of integrated teaching are defined.In the fourth chapter,through the classroom observation and case analysis,the author concludes that the current junior middle school Chinese ontology integration teaching has the common phenomenon of non ontology integration teaching and the lack of depth of ontology integration teaching,and analyzes the current situation from the perspective of teachers and schools.The fifth chapter is the key part of this paper,mainly based on the analysis of the previous four chapters,combined with specific cases,from three aspects: clarifying the teaching purpose of ontology integration,selecting the teaching text of ontology integration,and establishing the teaching method of ontology integration,this paper puts forward the specific implementation strategies of ontology integration teaching in junior high school Chinese.This study combines theory with practice,and constructs a complete practice framework of ontology integrated teaching of Chinese in junior middle school,in order to provide operable guidance for front-line teachers,give full play to the value of integrated teaching,explore the practice form in line with modern teaching thinking mode,and ensure the effectiveness of ontology integrated teaching practice.