Exploring The Integration Of Research Trips Into Chinese Courses In Primary And Secondary Schools

In the field of education,UNESCO has repeatedly put forward important concepts such as learning to know,learning to do,and learning to live.In November 2021,its latest report,Reimagining Our Future Together: A New Social Contract for Education,places an emphasis on ecological,intercultural and interdisciplinary learning.At present,the reform of China’s basic education curriculum has entered a deepening stage,and the Chinese curriculum has also paid more attention to the internal requirements of the development of the times for the quality development of primary and secondary school students,constantly making up for the shortcomings in the field of language practice and application,and striving for a more open and dynamic discipline construction and classroom teaching.change of direction.As a kind of travel as a carrier,research trips guide students to connect their own experience and the outside world,independently gain knowledge,increase their talents,and improve their literacy.The unique educational value of primary school students’ physical and mental development.In 2016,the Ministry of Education and other 11 ministries and commissions jointly issued the "Opinions on Promoting Research and Study Travel in Primary and Secondary Schools",which marked that it was officially incorporated into the curriculum teaching system of primary and secondary schools.Educational,experiential,comprehensive,and generative are the main characteristics of research travel.Environmental psychology,embodied cognition theory,and cultural-historical activity theory provide theoretical support for promoting education and teaching.Compared with Japan,South Korea,Singapore,and the United States The development and implementation experience of my country’s research and study travel construction urgently needs to take the development path of specialization and curriculum.Focusing on the nature of the curriculum,educational goals,teaching implementation and evaluation,etc.,matching and correlating from the connotation dimension and the operation dimension,it is found that there is a large space for integration between research travel and Chinese education,and its introduction will help expand the experience channel of Chinese subjects.It helps to promote students to learn and use Chinese in a more autonomous,cooperative and exploratory way in real situations,and helps to develop Chinese teachers’ comprehensive learning-promoting ability and large-theme and cross-field research guidance ability.Refining the "essence"of research travel,the core competencies of the disciplines in the Chinese curriculum standards,the presentation of the content of the course objectives,and the concept of curriculum resource utilization,all echo with it;excavate the "elements" of research travel,and the unified Chinese textbooks are in the comprehensive learning section.A variety of research travel tasks,themes or methods are presented implicitly or explicitly in other sections;the "situation" of research travel is analyzed,and a batch of middle and high school examination questions guide students to experience and solve"meaningful" through various research assessment situations."Problem process.Conducted interviews and investigations in response to actual needs,and learned that front-line Chinese teachers actively accept the integration of research trips into Chinese teaching,but they are confused on how to design teaching,and are eager to find theoretical guidance and case inspiration.The appearance of research trips in the Chinese curriculum system is rich and diverse: as an integral part of regular reading,writing,and oral communication teaching,it assumes the role of situation creation and expansion and extension,and is flexibly inserted into classroom teaching in a fragmented manner.As a specialized comprehensive study of Chinese,it becomes the core task and activity carrier,comprehensively developed under the premise of highlighting the characteristics of the discipline,and promotes the cultivation of students’ research ability;as a characteristic school-based curriculum,it is usually the main clue,connecting various disciplines and themes.,requires systematic construction;as a useful resource for extracurricular language learning,the lively "research + literature/culture" books,film and television resources and experience camps are welcomed by parents and students.Among the four integration modes,research trips are the most mainstream and practically popular teaching form as comprehensive language learning.Five areas can develop a general design implementation framework.