| Although Chinese comprehensive learning was formally incorporated into the Chinese curriculum system as early as 2001,its teaching status in practical teaching needs to be improved.In the unified textbooks that were put into use nationwide in 2017,there have been great changes in the comprehensive Chinese language learning section,which has also put forward new requirements for teachers' teaching.Based on this,this paper takes teachers and students in the middle school of Chenggong School of Kunming No.3 Middle School as the research object,adopts the literature method,questionnaire method,interview method and case method to investigate and analyze the current teaching situation of comprehensive language learning in the school,and finds its existence.Carry out the problem and trace the problem,propose specific improvement strategies for the problem and carry out teaching design examples,with a view to providing a favorable reference for the comprehensive language teaching of the school teachers and other front-line teachers,and improving the teaching of comprehensive language learning quality.In the introduction,this article mainly states the origin of the research,the current status of the research,the significance and methods of the research.The first chapter mainly expounds the related concepts and connotations of the comprehensive learning of junior high school Chinese,analyzes the teaching materials,and discusses its teaching value and theoretical basis.The second chapter investigates and analyzes the teaching situation of comprehensive learning of junior high school Chinese in Chenggong School of Kunming No.3 Middle School,and finds out the problems and traces them.The third chapter is the specific improvement strategy,which is expounded from the three levels of school,teacher and student.The fourth chapter is the teaching design of comprehensive learning of junior high school Chinese based on the "Culture Heritage Around" in the eighth grade book. |
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