| Comprehensive learning is the outcome of the curriculum reform in the 21 st century and also an important content of Chinese teaching.With the globalization of information dissemination and the rapid change of knowledge,the social demand for talents is more reflected in the learning ability,innovation ability,problem solving ability,cooperation ability and other aspects.The change of times has promoted the reform of education.Comprehensive learning focuses on cultivating students’ ability to solve practical problems in real situations,which is an effective way to implement quality-oriented education.However,with the gradual nationwide promotion of the unified Chinese textbooks for junior middle schools,the activity forms and implementation requirements of comprehensive learning have also undergone new changes.How to correctly grasp the teaching concept,enrich teaching resources and implement comprehensive learning is a problem that needs educators to think deeply.Based on the theory of multiple intelligences and the theory of Chinese curriculum,this study investigates the current situation of the implementation of comprehensive Chinese learning among junior middle school teachers and students in Jiangbei New District by questionnaire survey,interview and classroom observation.This paper first expounds the theoretical basis of comprehensive learning,analyzes the content of the "comprehensive learning" section of the unified Chinese textbook for junior middle school from the aspects of arrangement,type,structure and specific activity requirements,and puts forward teaching requirements in combination with the Chinese Curriculum Standard for Compulsory Education(2011 Edition).Secondly,through questionnaire survey,interview and classroom observation,the obtained data are analyzed and the advantages of Jiangbei New Area for reference in comprehensive teaching learning are found: attaching importance to the cultivation of language application ability,the development of independent learning ability,and the construction of real language situation.Then from the activity design,implementation methods and teaching effects of three aspects of the shortcomings listed,analysis of the causes of the problem: teachers’ professional knowledge structure backward,teachers lack of relevant teaching ability,unscientific school class arrangement,restricted use of activity resources.Finally,in view of the problems existing in the implementation,suggestions are put forward from the three levels of activity design,implementation methods and teaching effects,in order to provide reference for the implementation of current comprehensive Chinese learning. |
