Keywords: Li Jilin Situational Teaching Mode
China Library Classification Number: G622 Document Identification Number: Part A Number:1672-1578 (2016) 01-0065-02.
1 life education mode
1. 1 Life presentation
Teachers lead students to pre-selected life scenes, determine the observation theme according to the teaching plan, environment and seasonal characteristics, and guide students to observe in a specified order with thought-provoking leads, so that students can obtain rich writing materials. To sum up, when showing situations to children in life, we must pay attention to clear goals, orderly observation and inspire imagination.
In order to achieve the purpose of observing expectations, teachers must choose vivid objects to show to students, so that the situation is distinctive and innovative. Teacher Li Jilin often leads students into the fields of their hometown to observe this vast and rich world and feel the joy of labor. Observe at different levels around the observation theme. For example, with the theme of spring, summer, autumn and winter, let students observe the vibrant fields in spring, the blazing sun in summer, the wheat fragrance in autumn and the snow in winter, so that students can feel the infinite beauty of nature. Similar to these distinct perceptual goals, it has greatly attracted children's attention and aroused enthusiastic interest, making children unconsciously enter the situation. [ 1]
Case 1: Once, Li Jilin planned to take a first-year student to observe the Xiaoguang Tower. She first went to the field to see the Little Light Tower from four different angles. After the screening, she first stood on the North Bridge and looked at the Xiaoguang Tower from a distance. There is water under the bridge, shining in the sunset, and in the distance, the little light tower stands among the trees. In this way, guide the children to see the Little Light Tower from a wider lens, just like a huge picture presented in front of the children, so that students can feel how beautiful a corner of their hometown is! [2]
In this way, children can get a clear image of things with rich connotations and lasting memories. When students observe for a long time and get a clear and direct impression, their emotions become more exciting and their imagination becomes more abundant. At this time, teachers should guide students to make reasonable imagination on the basis of existing life experience.
1.2 physical demonstration
As the saying goes, "Seeing is believing in a hundred miles", physical demonstration is the quickest and most intuitive way to understand objective things. Bring things to class for students to have a look and touch. "Taking the object as the center and setting the necessary background slightly to form a whole to demonstrate a specific situation is the' physical demonstration situation'" [3].
The objects involved in the article are often unfamiliar to children, and the physical exhibition will help children understand. When teaching corals, Li Jilin first selected three kinds of corals and described them in the article, such as "some are like antlers", "some are like chrysanthemums" and "some are like twigs". The things presented are typical and can guide children to consciously perceive the real things. Children will have a more complete understanding of coral when they naturally associate with the words described and explained in the text.
Through the case, we can feel that the display of physical objects can inspire children's thinking and help children imagine and deepen their experience of the situation, which is an indispensable step in the creation of the situation.
2 natural education model
2. 1 Provide natural courses
There is a unique teaching mode in situational teaching, which Li Jilin called ―― scene situational teaching. Field situational teaching is to take children to the field to observe, and both teachers and students participate in the embrace of nature to feel, explore and practice.
Schools and classrooms are important learning places for children, but they are by no means the only learning places. Children's understanding of the world around them, including their vision and experience, as well as their accumulated bright or dark appearances, is directly related to the formation of knowledge, ability and potential in classroom learning. It can be said that the world around us is the beginning and source of children's cognition. [4] We should let this source flow out continuously, instead of keeping it out of the classroom. In the past, the indoctrination teaching made everyone almost forget the nature textbook. Confucius, a great educator, had a history of teaching under a pear tree more than two thousand years ago, and Zhuangzi also put forward the educational thought that heaven is the master. Suhomlinski, a famous educator in the Soviet Union, also has examples of "a school under the blue sky" and "a 300-page book on nature". The cases of these educators make us realize that education should not block the source, but should take children to find the source and feel the source.
Situational education takes children out of the classroom and into the broad world, from a single closed classroom into the broad background of nature, contact with the broad world, and gradually accumulate feelings for nature in the process of understanding. Different from other educational models, this kind of education directly affects children's senses, allows children to accept it freely, and provides inexhaustible resources for children's cognition.
Case 2: After learning a set of texts describing the scenery, such as the West Lake, Li Jilin let the children go out of the classroom to enjoy the natural scenery, and then led them to the moat, where the trees are shaded, the scenery is beautiful, the water is open, and the surrounding scenery is beautiful, with buildings, plants and flowers scattered. Li Jilin led the children to stand on the river bridge and let them freely observe the beauty of nature. Children are eager to express their feelings when they are afraid, and beautiful words pop out of their mouths effortlessly. [5]
2.2 Creating natural situations in the curriculum
When teachers can't take students to understand in person in teaching, they need to create natural situations in the course, render the created situations into the atmosphere corresponding to the text, and bring children into the situations through language description, organically becoming a whole and directly acting on children. Teachers create beautiful natural situations through emotional communication, such as emotion-emotion-empathy, which drives children's emotions to surge, organizes student activities and promotes Chinese learning. This is also the unified expression of Chinese instrumentality and humanity.
If children want to learn Chinese deeply and emotionally, the key is to let them see the images described in the text, let the characters vividly reappear in front of them, let the scenery described in the text seem to be immersive, and let students have a state of seeing and hearing, which is based on teachers' grasp and application of language. Combining knowledge with images through language and other media, coupled with teachers' emotional transmission, can arouse students' inner voices and effectively promote the completion of teaching activities. Emotion is the best link to create natural situations, which runs through the whole teaching. Teachers and students become more attractive with the ups and downs of this emotion, and the enthusiasm of students is also summoned. Case 3: When Li Jilin gave a class on Guilin landscape to his students, he explained to them what it was like to be so quiet that you couldn't feel it flowing. He drew a picture for the children: There are many boats waiting for us on the bank of the Lijiang River. Now we step on the boats together. This is "boating on the Lijiang River". What is it like to be so quiet that you can't feel the flow? ……[6]
3 Art education model
Children's Chinese studies are beautiful, and beautiful words cultivate children's aesthetics. When children enjoy beautiful articles, their mood is high, excited and cheerful. If the teacher turns these beautiful notes into simple symbols stiffly, then teaching will become dull. Teacher Li Jilin thinks that "we should not only teach beautiful Chinese, but also teach beautiful Chinese". "Let art enter Chinese teaching" [7] is a sentence summed up by Li Jilin in situational teaching. Art is the image of beauty, and art and education are interlinked. Bring art into the classroom, combine artistic intuition with language description, and create a situation to reproduce the text. Li Jilin's art education model can be divided into three parts:
3. 1 Reproduce the situation with pictures.
Using pictures is a common way in situational teaching. There are feelings and scenes in words. The purpose of using pictures is to present the contents of words to children in the most vivid way, which is more in line with the characteristics that children can easily recognize images. Abstract descriptions often make children's minds "knotted" and cannot reflect the pictures described in the article. If children can look at pictures, combined with the description of the article, from image to abstraction, from intuition to objectivity, such teaching is more conducive to children's understanding.
Case 4: When Li Jilin was teaching children lotus flowers, he first led the children to review the ancient poem Ode to the Lotus. After an emotional recitation, the children made a colorful lotus picture and asked them to look at the picture carefully in order. "What did you draw on the picture? Read the text again. The children in the text are watching lotus flowers. She wrote this article about the beauty of lotus. Now open your books, read this article first and see what you have written. ……"[8]
3.2 Play music and render the situation.
As we all know, music has no national boundaries and no language. Music plays an indispensable role in situational teaching with its unique rhythm, melody and ability to render atmosphere. Many emotions that can't be described in words can be understood by children with proper music.
Case 5: When learning Moonlight Song, after learning the text, the children learned the story of Moonlight Song creation and Beethoven's sympathy and love for the working people, and led the students to enjoy this world famous song together. Every child listened carefully, as if he had experienced the picture described in the article in music, as if he had passed through a low hut and felt the bright moonlight shining into the room, as if he had seen Beethoven and the poor blind girl. [9]
3.3 Flexible play, into the situation
Role-playing is an important step to make children empathize in situational teaching. Teachers can make students fully understand the teaching content and arouse their enthusiasm through performances. Proper physical activity and expression changes can attract children's attention. Not only teachers can play the role in teaching, but children can also really play the role in textbooks, integrate their own thoughts into the role and understand the emotions reflected by the role. Teachers can feel whether the students understand the center of the article and the emotions of the characters from the tone and intonation of the key words in the article, and can also gain aesthetic experience and cognition from it. As long as it is conducive to classroom teaching, you can try it.
Case 6: When teaching the fifth grade fairy tale "The Little Match Girl", Li Jilin and the children adapted this passage into a textbook-style drama. The biggest feature of fairy tales is that they are full of fantasy. Li Jilin guided the children to experience the details in the text, and let them show them through performances. For example, "how cold it is for a little girl to curl up in the corner of the house and sit in the snow on such a cold day!" " "Let the students show the sad image of the little girl at that time, and the hearts of the rest of the students are closely affected by the students who perform the little girl. [ 10]
References:
Wang Yudong. How to make situation creation more effective [J]. Teaching and Management, 20 10, (1): 22-23.
[2] The case is selected from Li Jilin. Theory and practice of situational teaching [M]. Beijing: People's Daily Publishing House,1996,90.
[3][7] Li Jilin. Situational Teaching in Li Jilin III. Selected from
[4] Li Jilin. Situational Chinese teaching in primary schools [M]. Jiangsu: Jiangsu Education Press, 1996,
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[5] The case is selected from Li Jilin. Operation and cases of situational courses [M]. Beijing: Education Science Press, 2008, 124.
[6] Cases selected from Li Jilin Li Jilin and Situational Education [M]. Beijing: Beijing Normal University Press, 2006,69.
[8][9] Cases selected from Li Jilin Li Jilin and Situational Education [M]. Beijing: Beijing Normal University Press, 2006, 155. 184.
[10] cases selected from Li Jilin, Li Jilin and situational education [M]. beijing beijing Normal University Press, 2006 249.
About the author: Wang Lina (199 1 year-), female, from Kaiyuan City, Liaoning Province, holds a master's degree in primary education in bohai university Institute of Education and Physical Education, and is engaged in primary education research.