回首过去多年课改的思考与探索路程,这其中有欣喜,也有困惑。其中教材中“语文综合性学习”的设置,为学生自主探究创设了问题情境和学习空间,充分体现了语文学习内容的丰富性、学习途径的多样性、学习过程的实践性、学习目标的综合性和多向性,使学生在学习活动中既能提高语文素养,又能形成良好的个性和健全的人格。我发现,,语文综合性学习教学理念认识的偏差和实践中不正确的做法,亟待我们深入研究解析、切实想办法解决。一、不能用语文活动代替综合性学习综合性学习过程的一个突出特点是学习内容的综合性:“在多学科的交叉中体现语文知识和能力的 Looking back over the past many years of curriculum reform thinking and explore the journey, which are happy, but also confused. Among them, the setting of ”Comprehensive Chinese Learning“ in the textbook creates a problem situation and a learning space for the students to explore independently, which fully reflects the richness of the language learning content, the diversity of the learning ways, the practicality of the learning process, the learning objectives Comprehensive and multi-directional, so that students can improve their language literacy in learning activities, but also to form a good personality and sound personality. I have found that the omission of understanding of the concept of Chinese integrated learning teaching and the incorrect practice in practice urgently require us to study and analyze in depth and think of ways to solve it. First, you can not use language activities instead of comprehensive learning A comprehensive learning process is characterized by a comprehensive learning content: ”in the multi-disciplinary cross to reflect the language knowledge and ability