Research On The Interdisciplinary Integration Ability Of Primary School Chinese Teachers Based On Unified Teaching Aterials

The term "integration" has gradually entered the field of vision of many Chinese educators since the new curriculum reform,and the current primary school Chinese textbooks are a timely revised version based on the accumulation of years of practical experience in curriculum reform.The new textbook not only emphasizes the permeation of morality and people-oriented teaching concepts in the concept of compiling the new textbooks,but the organization of its content and structure also puts forward higher requirements for teachers' ability in multi-disciplinary reading vision and inter-disciplinary integrated teaching.For example,the new textbook emphasizes the classic and the beauty of the text in the selection,and incorporates a large number of ancient poems and texts that promote revolutionary traditional culture.It is necessary for teachers to combine the author's life experience or creative background to provide students with an immersive learning situation;The structure of the teaching materials adopts a two-line organization unit method,which is flexible in style and leaves room for teachers to design teaching.The emphasis on comprehensive learning is reflected in the arrangement of units,and the purpose is to improve the comprehensive and integration ability of primary school students.The integrity and innovation of teaching materials in many aspects requires teachers to link multi-disciplinary curriculum resources,integrate similar content or themes of teaching materials,etc.,and make full use of new teaching materials by means of cross-disciplinary integration.This requires teachers to have certain cross-disciplinary integration capabilities..On the one hand,it is to avoid repetitive and detailed teaching of knowledge,which brings time wasting,and on the other hand,it is also to give play to the educational value of the new textbooks.Although the subject teaching at the elementary level of compulsory education is carried out in an orderly manner,the education received by the students is complete.When the new textbooks can't promote the integration of the Chinese curriculum by looking forward and backward,connecting the left and right,the teacher,as the first implementer of the curriculum,plays an important role in this.Therefore,from the perspective of the effective teaching needs of new textbooks,teachers' cross-disciplinary integration vision and ability are particularly important.This article further clarifies the research direction on the basis of a certain grasp of the relevant research results of teachers' interdisciplinary integration ability.Starting from the concepts and innovations in the compilation of the current Chinese textbooks,the new textbooks analyze the interdisciplinary integration requirements for elementary school language teachers,and on this basis,the Delphi survey method is used to determine the constituent elements of the interdisciplinary integration ability with the assistance of experts.Finally,from the perspectives of textbooks,teaching,and courses,it summarizes "textbook content integration ability","interdisciplinary teaching integration ability",and "curriculum resource integration ability",and designed a questionnaire for elementary school Chinese teachers' interdisciplinary integration ability from these three dimensions.The interview method explores the reality of teachers' relevant abilities,finds out existing problems and analyzes the causes,and proposes a universal strategy for the formation of interdisciplinary integration capabilities from the perspective of internal control and external control.The research results are helpful to help elementary school Chinese teachers to clarify what constitutes the interdisciplinary integration ability,help teachers update their Chinese teaching concepts,and provide curriculum basis for teacher training,and provide development ideas for personal professional growth.At the same time,It provides a reference teaching method for the implementation of the core literacy of the primary school students.