《基础教育课程改革纲要(试行)》指出:“倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。”《义务教育语文课程标准》指出:“综合性学习主要体现为语文知识的综合运用,听说读写能力的整体发展,语文课程与其他课程的沟通、书本学习与实践活动的紧密结合。”因此,语文综合性学习从根本上确立了学生自主、合作、探究的语文学习方式。在教育相对落后的农村初中,由于诸多条件的限制,出现了语文综合性学习教学存在只重形式不重效果的现象,没有达到学习的目的和要求。语文教师如能因地制宜充分利用农村初中语文综合性学习地方教学资源,同样也能有效地开展语文综合性学习。 Basic Education Curriculum Reform (for Trial Implementation) states: “Advocacy of students to actively participate in, be willing to explore, be practical, cultivate students’ ability to collect and process information, acquire new knowledge, analyze and solve problems, and exchange and cooperation Ability to cooperate. ”“ The Standard of Compulsory Education Curriculum ”states:“ Comprehensive learning is mainly manifested in the comprehensive utilization of Chinese knowledge, the overall development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, the study and practice of books Activities closely integrated. ”Therefore, the comprehensive Chinese language learning fundamentally established the students autonomy, cooperation, exploration of the language learning. In rural junior high school with relatively backward education, due to the restriction of many conditions, the phenomenon that language integrated learning teaching exists only in the form of heavy effects does not reach the purpose and requirement of study. If the language teacher can make full use of local junior high school Chinese comprehensive learning local teaching resources according to the local conditions, the same can effectively carry out comprehensive Chinese learning.