Situational education is an educational model of quality education. It serves quality education and is an effective way to implement quality education.
1. Construct an equal teacher-student relationship in the teaching situation
Building a free and unrestrained learning environment, a harmonious teacher-student relationship is very important for situational teaching. Therefore, teachers should actively communicate with students and establish an equal and mutually trusting relationship with students. We must have confidence in students and believe that students have unlimited potential. Make friends with students, often talk to students, and discover the joy of communicating with students. In situational teaching, teachers should regard themselves as one of the students and discuss and practice with them. In the process of exploring the problem, the consistency of identification between students and teachers is strengthened.
2. Let students use their hands, brains, and mouths, and interact in activities
The interaction between teachers and students in the Chinese classroom mainly revolves around specific Chinese teaching activities. Through full development, students can Use hands, brain, and mouth to interact in activities. Judging from the characteristics of junior high school Chinese teaching, there are mainly several teaching activities such as classroom question and answer, classroom reading, and classroom debate. Class Q&A. Classroom Q&A is the main type. Teaching and learning are all accomplished with the help of classroom Q&A. The following types of Q&A should be used in teaching:
1. Open questions. The answers are open-ended and students can answer from different angles based on their understanding. The teacher does not preset answers, but guides students to make the best answer based on their own understanding. These types of questions allow each student to have his or her own thoughts on the answers and personalize the questions asked. Students need to think creatively in order to give better answers. Obviously the purpose of teachers' questions is to cultivate students' imagination and creativity.
2. Reasoning questions. The purpose of this type of questions is to require students to have an analytical and comprehensive thinking process before answering, and to train students' analysis and problem-solving abilities. When teachers ask questions, they will consider not allowing students to find ready-made answers and ask them to think before answering. The difference is that inferential questions have objective answers. Teachers hope that students will go through the process of thinking about problems. During the question-and-answer interaction, students' analytical and comprehensive abilities will be better developed.
3. Commentary questions. Teachers require students who answer such questions to be able to make certain evaluations of other readings or responses. The purpose is not only for students to know what they do, but also to discern how others do it, thereby cultivating critical thinking qualities. It can also help students maintain high concentration in class and maintain classroom discipline. If your mind wanders in class, you will not be able to answer.
4. Read aloud in class. Classroom reading is very important in Chinese teaching. It is of great help to students' development and language learning. If you want students to read aloud by themselves, they must understand and understand the meaning of the text, and they must know why they should read it this way instead of that way. Reading aloud has become a core part of Chinese teaching and an important means for students to learn Chinese well. If students have more opportunities to read aloud in class and can evaluate others' reading, it will promote Chinese learning. In Chinese teaching, classroom reading can be summarized as "reading appreciation", which means that classroom reading is not only "reading", but also requires learning to "review reading" and appreciating reading from an artistic perspective. To understand the text, you also need to read aloud. Keep reading aloud and comment on each other's readings to better understand the text.
3. Carefully design new lesson introduction situations
Teachers can create situations consistent with educational goals through carefully designed classroom introductions, which can not only mobilize students' enthusiasm, but also mobilize our own enthusiasm, thereby laying a solid foundation for successful teaching. The introduction usually takes no more than five minutes. Due to time constraints, the most concise introduction can try pictures, music, stories, experiments and other situations.
4. Connect the real life to show the situation
This method is to communicate the life written in the textbook with the students' actual life by creating situations, open up the students' life library, and strengthen the Their life experience enhances their deep understanding of the article. In junior high school Chinese teaching, whether it is analyzing the characters in literary works, learning to grasp the characteristics of the objects of explanation, or explaining the opinions and arguments in argumentative essays, they are often related to students' real life. If the life of the times reflected in the text is far from the students' reality, students' existing life feelings can be fully mobilized when studying, so that they can get close to the text and perceive the text.
5. Create problem situations to stimulate students’ desire to explore
The independent, cooperative and exploratory learning style of junior high school students is learning in problem situations. Therefore, how to create problem situations depends on It becomes a prerequisite for the effectiveness of this learning method. Psychological research shows that students' thinking always starts with problems and develops in solving problems. The process of students' learning itself is a process of constantly creating problem situations, which can cause students' cognitive conflicts, stimulate students' thirst for knowledge, and enable students' thinking to be promoted and developed through problem thinking and exploration. Multimedia courseware display is used to reproduce the real scenes in the text life, allowing students to enter an immersive problem environment, thereby generating the desire to ask questions and solve problems, so that students can have a happy experience of successful learning, enhance their thirst for knowledge and self-confidence, In turn, it promotes the overall development of body and mind.
For example, the topic discussion method is used to create situations. This is the most commonly used method to create teaching situations. The teacher can determine a topic in advance and organize students to carry out targeted discussions. According to the teaching objectives, the teacher can organize students around the topic. Conduct free-style discussions on the central topic of controversy to obtain diverse, unique, and qualified answers. Students can also be divided into pros and cons based on their competitive psychological characteristics to engage in tit-for-tat debates on controversial issues. discuss.
6. Use teaching aids to stimulate students’ enthusiasm for learning
Learning resources are one of the most important elements in the learning process. What kind of resources are provided and in what manner have become the most important strategies to achieve effective teaching in Chinese classrooms. In teaching, teachers should rationally integrate various teaching methods, "select media according to their aptitudes," highlight the auxiliary teaching role of multimedia, downplay its "decoration" effect, and allow students to experience the inquiry process in vivid situations and gain intellectual and emotional experience. We must not take over the subject, and we must not ignore the students' self-experience and taste. The introduction of multimedia-assisted teaching in Chinese teaching undoubtedly plays an important role in improving classroom efficiency and cannot be underestimated. However, when designing courseware, teachers should first clarify the purpose and how to express the problem clearly using the unique advantages of multimedia; secondly, teachers must clearly realize that means other than Chinese language and text cannot become the dominant means of Chinese education.
Creating situations should not only provide cognitive docking points for students' learning, but also stimulate students' learning direction.
As long as teachers can proactively and appropriately create some flexible, interesting, appropriate and effective teaching situations in teaching, arouse students' emotions, mobilize students' internal motivation for learning, let students truly become the masters of learning, and make junior high school Chinese classes become "Live" to build a high-quality Chinese classroom