How to solve the problem of "program design" of comprehensive Chinese learning

For a long time, my country’s Chinese curriculum has focused too much on knowledge transfer, too much emphasis on subject-based, lack of integration, too much emphasis on the current status of book knowledge, and neglect of students’ lives and connections with modern society and technological development, making Chinese learning Being far away from students' reality, the value of its practice and application is missing. Students rarely pay attention to the world around them, and the development of thinking and abilities is limited. Teachers are also limited to teaching textbooks, and their passion and creativity in teaching are suppressed. It is difficult to fully realize the cultivation of students' Chinese literacy, and it is difficult to implement quality education.

In order to comprehensively implement quality education, realize the "three aspects" of education, improve national quality and promote the development of students, teachers and schools, and solidly promote the reform of basic education curriculum, in 2001, the Ministry of Education issued the "Full Day" In the "Compulsory Education Chinese Curriculum Standards (Trial Draft)" (hereinafter referred to as the Chinese Curriculum Standards), comprehensive Chinese learning is included in the Chinese curriculum objectives for the first time. As a new type of Chinese course, comprehensive Chinese learning has officially entered the teaching materials and classrooms.

At present, in the reform of basic education curriculum in my country, comprehensive Chinese learning is still in the preliminary research stage. There is little theoretical and practical experience that can be borrowed from other countries around the world. Although the United States and Japan have some relevant theoretical and practical strategies for reference, in our country, how to highlight the characteristics of the subject for integration and integration within the subject? The integration of time and space and the combination of inside and outside the classroom are still a brand-new field with no mature experience. Although the curriculum standard experimental textbooks include comprehensive learning content, the current situation of teaching practice is worrying. The survey shows that the main problems first come from teachers: the value, role and learning objectives of comprehensive Chinese learning are not clear; teaching resources are very limited and learning content is lacking; teaching equipment, such as libraries, computer networks, etc. are seriously insufficient; there is no clear methods and strategies; learning organizational forms and methods are relatively old and limited to the level of teachers talking and students listening. The comprehensive Chinese learning content arranged with the text is either not included at all, or hastily arranged for students to do as they please. The comprehensive Chinese learning content arranged as a whole unit is either presented as a text, or as exercises, or the comprehensive Chinese learning is turned into comprehensive practical activities, which lacks the Chinese flavor. Second, in terms of teaching materials, since comprehensive learning places great emphasis on practicality, the content and form of the teaching materials are single and cannot meet the needs of all schools in different regions. Under the guidance of the general research group, based on the actual teaching in our district, we will face up to the problems in practice, find out the key points of the problems, and focus on exploring issues such as the design of comprehensive Chinese learning content strategies, methods, teaching models, and enrich and fill the curriculum standard experimental teaching materials. It is of great value to understand the content and gaps and build its theoretical framework and practical model.

2. Topic Definition

Comprehensive learning of Chinese: It forms a new goal system of Chinese courses together with literacy and writing, reading, oral communication, and homework. It is a new type of It is also a new educational concept and a new curriculum organization form. It transcends the boundaries of traditional single subjects and follows the principle of horizontal organization, integrating comprehensive topics in modern society and issues of concern to students, and organically develops them through subjective and creative issues that arise during the learning process. Combining Chinese knowledge with life experience, in-class and extra-curricular, and in-school and out-of-school, to improve students’ ability to use Chinese knowledge to comprehensively solve problems and promote the harmonious development of students’ Chinese literacy.

Content: refers to everything related to study, life, and society that can be provided to students for comprehensive Chinese learning.

Strategy: refers to the sum of the methods, methods, and media used to achieve different teaching results under different teaching conditions.

Teaching model: a relatively stable structure and method of teaching activities formed in practice under the guidance of certain teaching theories or teaching ideas.

Design: It is a planned creative behavior based on the comprehensive Chinese learning and teaching objectives.

3. Research objectives

1. Explore the differences and connections between comprehensive Chinese learning and other comprehensive practical activities, and improve your understanding of comprehensive Chinese learning.

2. Design comprehensive Chinese learning content that is rich in content, flexible and diverse in form, and adapted to academic conditions, and enriches and fills in the comprehensive Chinese learning content of the standard experimental textbooks.

3. Explore strategies and methods for comprehensive Chinese language learning in primary schools. In the design of a series of comprehensive Chinese learning activities, students' creative potential is effectively stimulated, practical abilities and comprehensive abilities are cultivated, and theoretical frameworks and teaching practice models are strived to be built.

4. Research ideas and methods

1. Research ideas

(1) Carry out targeted investigation and research. Because comprehensive Chinese learning is a brand new thing for teachers. In view of the actual situation that the majority of teachers have unclear concepts of it, its characteristics are unclear, teaching objectives are difficult to determine, teaching resources are lacking, teaching methods are not well understood, and practical operations are difficult to start, strengthen the study of curriculum standards, go deep into the front line of teaching practice, and carry out a large number of Conduct investigation and research to understand the current situation and reasons of teachers' teaching, clarify the needs of teachers and students for bilateral learning, and be aware of it.

(2) Determine research and teaching objectives.

Follow the general rules of Chinese learning and the rules of comprehensive learning, and focus on how to guide teachers to determine the teaching goals of comprehensive Chinese learning to ensure that the Chinese flavor of comprehensive Chinese learning will not be lost.

(3) Carry out practical design. Comprehensive Chinese learning is a series of learning activities, which is difficult to design for ordinary teachers. Therefore, we mobilized key teachers to take the lead in designing, leading teachers to broaden learning content and establish effective strategies for comprehensive Chinese learning. Teachers have further improved the design of comprehensive Chinese learning plans in teaching practice.

(4) Timely summary of communication and promotion. Follow the principle of practice---understanding---practice, promptly put the results obtained from research into teaching practice for further testing, and continuously improve the level of research.

2. Research Methods

The main research methods used in this project are:

(1) Survey method. Go deep into the front line of teaching and investigate the current teaching status and research trends by observing classes, discussing classes, holding discussions, etc.

(2) Discussion method. Conduct study and discussion on the basic types, forms, design ideas, teaching methods, etc. of comprehensive Chinese learning to enhance the pertinence and effectiveness of comprehensive Chinese learning.

(3) Action research method. Mainly based on case studies, focusing on finding patterns in individual cases and exploring paths among patterns. Based on the comprehensive learning section of the curriculum standard People's Education Experimental Textbook, we conducted a comprehensive study on the comprehensive Chinese learning design for different years.

Provide training for key Chinese teachers in the district, and use their research to promote the research of other teachers.

(4) Documentation method. Pay attention to the research materials on comprehensive Chinese language learning at home and abroad, learn from other people's strengths, and use them for my own use.

5. Research results

(1) Research results on comprehensive Chinese learning theory.

1. Improved understanding of the strategic design of comprehensive Chinese learning content.

"What is comprehensive Chinese learning?" After more than two years of study and research, we have a deeper understanding of the concept, meaning, and role of comprehensive Chinese learning in the "Chinese Curriculum Standards" and have a profound impact on it. The general research team strongly agrees with the statement on comprehensive Chinese learning. At the same time, I formed my own understanding.

Comprehensive Chinese learning is a series of Chinese practice activities. It usually has a clear activity theme and activity goals. The activities last for a long time, including in-class and extra-curricular activities, and are often carried out in stages. The activity space is relatively broad, both inside and outside the school, and also includes virtual networks. The main body of the activity is the students, and the teacher is just the guide and host. The size of the activity, the form and content, etc. can all be determined according to the actual situation of the school and students.

The content and form of comprehensive Chinese language learning can be used by me, both Chinese and non-language, as long as it can help stimulate students' interest in learning and cultivate students' listening, speaking, reading and writing abilities. The tools of the activity are mainly verbal, and secondly they can be non-verbal.

The results of comprehensive Chinese learning mainly depend on the use of Chinese as a tool to learn and solve practical problems in social life. The effect of applying what has been learned is mainly reflected in the development of students' expressive ability. The Chinese taste of comprehensive Chinese language learning is mainly reflected in the aspects of chewing words, choosing words to form sentences, and arranging articles.

Comprehensive Chinese learning is a brand-new way of learning. What is new about it is that it is good at integrating all social resources, dares to try, boldly practice, uses Chinese tools to solve practical problems, states the results of activities, and improves students’ Chinese language skills. Literacy can be continuously improved in the social environment, and innovative spirit and practical ability can be cultivated.

Therefore, the key to comprehensive Chinese language learning is: determining what to learn is more important than how to learn.

2. The characteristics of comprehensive Chinese learning are clarified.

Based on the above understanding, based on the research of the general research group, we further realized that the characteristics of comprehensive Chinese learning have the following aspects.

Mobility. Students should be allowed to learn and use Chinese in activities. The content and form of activities should be rich and colorful. Activities should be arranged in an orderly manner to allow students to enhance personal experience and learn lively.

Autonomy. Students are the masters of the activity. They must participate in the selection of the activity theme, the design of the activity plan, and the implementation of the activity. They must truly understand the principle of practice to gain true knowledge during the entire activity, and truly grow the language through language practice. competence.

Language. Activities should be carried out from beginning to end focusing on cultivating students' Chinese literacy and Chinese ability. Any choice of form and content must be conducive to this goal.

Inquiry. Continuously stimulate curiosity and thirst for knowledge about the world. Extensively explore social resources, make use of all available factors, and broaden the channels for learning and using Chinese. It not only keeps the learning content constantly learning and new, but also cultivates students' awareness of daring to innovate.

In general, comprehensive Chinese language learning must first have Chinese elements - words and sentences, listening, speaking, reading and writing; secondly, it must have comprehensive content: nature, human society, school, family, etc. aspects; third, there must be a spirit of cooperation: division of labor and group activities according to the plan; fourth, there must be independent activities: activities for everyone to experience learning and practice; fifth, there must be an innovative spirit: constantly seeking new ideas and practices, and constantly developing students' Innovative thinking ability.

3. The principles of comprehensive Chinese learning design are determined.

Comprehensive Chinese language learning involves many contents, many tasks, many people, long time, and large space. In order to ensure quality, activities are generally carried out in an orderly manner around a theme. The design of comprehensive Chinese learning themes is an important link in implementing the comprehensive Chinese learning goals, and it is also the primary issue in solving the difficulties of comprehensive learning and teaching. It is necessary to choose appropriate teaching content without increasing the burden on students. Therefore, the design of comprehensive Chinese learning theme activities should follow the following principles:

Interesting-the content and form of comprehensive Chinese learning are novel, students are interested and willing to participate.

Educational--based on the characteristics of students' age and physical and mental development patterns, it is beneficial to their healthy growth.

Hierarchy - According to the needs of different students, each student should be able to participate and have something to do, and the difficulty of the activities should be different.

(2) Research results on comprehensive Chinese learning design.

1. The main line of design research on this topic is determined.

Our district has been using the People's Education Press textbook. Its layout difficulty is moderate and the slope is not large. Teachers are familiar with its layout features. We take the comprehensive Chinese learning sequence presented in the curriculum standard experimental textbook of the People's Education Press as the main line, study the activity goals, activity content, and activity methods, fully tap learning resources, design rich and colorful activity plans, form a basic teaching model, and carry out teaching Practice testing facilitates summary, communication, promotion and implementation, and continuously improves the design level.

The presentation method of comprehensive Chinese learning in the People's Education Press textbook is:

The first stage of learning: there is no specified number of times, it is presented implicitly with the text, and there is no clear content.

Second semester: Twice in each period, after-school questions are explicitly presented with specific content and requirements.

Third period of schooling: Twice in each period, combining unit presentations with after-class presentations, one long and one short, with specific content and requirements.

Since the comprehensive learning design of the curriculum standard experimental textbooks of the People's Education Press is relatively sufficient, and based on the actual use of teaching materials by teachers in a large area, the design or expansion of the curriculum standard experimental textbooks of the People's Education Press is the main line. Or improved, it will not place an excessive burden on teachers, is easy for teachers to accept, and is also conducive to the implementation of teaching objectives and tasks.

2. Construct comprehensive Chinese learning theme design activities.

On the premise of following the themes arranged by the People's Education Press curriculum standard experimental teaching materials, and based on local reality, combined with local curriculum resources, school facilities and equipment conditions, and the existing cognitive levels of teachers and students, the design Abilities, etc., develop new themes, design, and make it easier for students to participate.

(1) Game-based theme design.

Games are the favorite activity of primary school students, and there are rich Chinese learning resources. Allow students to conduct comprehensive Chinese learning in games, integrating learning with play, integrating activities with literacy, oral communication, and thinking training, and cultivating Chinese ability silently. Tianba Primary School designed "Into the Nursery Rhymes", and Shipingqiao Primary School designed "Into the World of Riddles" and "Hundred Family Surnames", both of which received very good results.

(2) Theme design based on visit surveys.

Visit surveys are an effective way for students to participate in social practice activities. They are also an important way for students to learn Chinese, use Chinese, and test and improve their Chinese abilities. Tonggunyi Primary School designed "Nitrogen Fertilizer in Hometown", Baishiyi Second Primary School designed "Talk about Baishiyi Salted Duck", Yangjiaping Primary School designed "Into Baguocheng", Taojia Primary School designed "Bad Habits in Rural Areas, We and We" You Say Goodbye", Huangjueping Primary School designed "About Warnings", etc., which enriched the design of comprehensive Chinese learning.

(3) Theme design focusing on inheriting national culture.

Closely link Chinese learning with the inheritance of national culture and the construction of campus culture, and enrich the comprehensive Chinese learning content. It can not only combine learning with application, expand students' horizons in learning Chinese, but also cultivate students' nationality. Pride and responsibility. Zouma Primary School made full use of the resources of "Hometown of Folk Literature" and "Village of Folk Stories" to design a comprehensive study "Let Folk Culture Moisturize Us" and collected and edited "Zouma Folk Stories Collection", "Zouma Folk Songs Collection" and "Zouma Folk Collection of Proverbs", and wrote an investigation report and put forward suggestions for protecting the folk culture of Zouma, which were highly praised and valued by relevant departments.

(4) Theme design integrating teaching material resources.

Rural primary schools lack teaching resources and teachers have heavy teaching tasks, so teaching materials have become the most important resource for teaching. We fully explored, integrated, and used existing teaching materials to design and solve the problem of course resources. Lucheng Primary School designed "I Read "Journey to the West"". Some schools use the comprehensive study of "Growth Story" based on the fourth grade volume to guide students to learn from the texts they have already learned, such as "The Gray Bird" in the third grade volume. The story of Lenin, the story of Gorky in "The Little Photographer", the story of Li Siguang in "The Strange Big Stone", the story of Song Qingling in "I Can't Break Promises", the story of Zhou Enlai in the fourth grade volume "Reading for the Rise of China" , the story of Ye Shengtao in "The Green Creeper", the story of Weinager in "Discovery from the World Map", the idiom story "Confident" in Chinese and Ke's story from the Chinese Garden No. 2 Middle School, etc., are organized and categorized. The theme content is enriched.

3. Two design models for comprehensive Chinese language learning were created.

(1) "Reinvention" design.

The "re-creation" design is based on the theme content arranged in the experimental teaching materials of the People's Education Press version of the curriculum and the relevant target requirements of the Chinese curriculum standards. Appropriate additions and deletions are made based on the actual situation of local learning resources and teacher and student operations. , design a more operational and adaptable comprehensive learning activity plan. For example, Jianshe Primary School designed "Colorful Moon Culture" and "Toast to the Bright Moon", Shipingqiao Primary School designed "We Go to the Sea of ??Poems to Collect Shells", and Baishiyi No. 2 Primary School designed "My Site" I make the decision", Yangjiaping Primary School designed "Into the Pastoral" and so on.