Research On The Implementation Of Chinese Integrated Learning In Junior High School Based On Project-based Learning

As a unique learning field in Chinese teaching,Chinese integrated learning aims to cultivate students’ speech skills in real situations.Compared with the single training of listening,speaking,reading and writing in traditional Chinese classroom,integrated learning pays more attention to the integration of listening,speaking,reading and writing,and the overall development of students’ comprehensive literacy.Therefore,the author believes that the integrated learning of Chinese has increased the effectiveness of Chinese teaching from the perspective of comprehensive practice,which has rich teaching value to be explored.However,in the actual teaching process,Chinese integrated learning has encountered an awkward dilemma.How to effectively implement Chinese integrated learning into Chinese teaching under the background of Chinese curriculum reform is an urgent problem.Looking at the rapid educational changes in the 21st century,the traditional teaching methods can not fully meet the learning expectations and needs of today’s students.Project-based learning emerged in the rapid development of information technology.From the current global education trend and the focus of education in the 21st century,it aims to cultivate lifelong learners with the ability of critical thinking,innovative thinking and cooperative communication.From a global perspective,how can we change the normal situation of the majority of teaching classes and improve students’ interest in learning Chinese? How to better promote the combination of Chinese and life,so that students in Chinese learning to adapt to the future development of society? All of these are worthy of our consideration.Chinese integrated learning is a kind of comprehensive speech practice activity which can fully mobilize students’ learning enthusiasm,and it is an effective way to achieve the above educational goals.Based on this,the author tries to explore the implementation path of junior middle school Chinese comprehensive learning from the perspective of project-based learning,in order to provide some valuable reference for front-line teaching.This paper is divided into three chapters.The first chapter is an overview of Chinese integrated learning based on project-based learning,which defines the concept of Chinese integrated learning and project-based learning,and expounds the relationship between them.Then,combining with the reality,from the perspectives of comprehensiveness and discipline,life and interest,practice and experience,this paper further clarifies the characteristics of Chinese integrated learning.Finally,it demonstrates the teaching value of Chinese integrated learning based on project-based learning from three dimensions:Students’ learning,teachers’ teaching and school running.The second chapter,based on the compiled junior middle school Chinese textbook,analyzes the layout characteristics of Chinese integrated learning in the textbook from the text form and content theme,enriching the overall understanding of the compiled Chinese integrated learning.Then combined with what I saw and felt during my internship,I analyzed the current situation of Chinese integrated learning teachers’ teaching through relevant teaching records and teachers’ teaching interviews,analyzed the current situation of Chinese integrated learning students’ learning through questionnaire survey,and finally summarized the existing problems in the implementation of Chinese comprehensive learning in Junior high school from the layout characteristics and teaching status analysis,The author generalizes it into three aspects: fuzziness of teaching orientation,formalization of teaching process and simplification of teaching evaluation.The third chapter explores the teaching design of Chinese integrated learning based on the implementation requirements,implementation preparation and implementation process of project-based learning,clarifies the specific objectives and process of comprehensive learning activities,emphasizes the importance of situation creation,driving issues,group work division and cooperation,result presentation,evaluation and reflection,and selects from grade 7 to grade 9 of the departmental version respectively Take a Chinese integrated learning theme for specific teaching design.