Introduction: The main purpose of situational teaching is to make students relate the contents of textbooks to their real life, which can enhance students' interest in learning and make them better understand what they have learned.
In the process of deepening the teaching reform, the Chinese teaching reform experiment has made gratifying achievements, and situational teaching is one of the teaching reform achievements. Situational teaching is a brand-new teaching mode with unparalleled advantages. With the continuous updating and improvement of teachers' situational teaching concepts and teaching methods, its application scope is becoming wider and wider. Although situational teaching can improve the efficiency of classroom teaching, there are still a series of problems. The author will combine his own teaching experience and related theoretical knowledge to briefly analyze the main problems and specific solutions in situational teaching.
First, the basic connotation of situational teaching
Analysis as the starting point and breakthrough point of situational teaching? What's the situation , is the key to the study of situational teaching. ? What's the situation In short, it is a means to fully mobilize students' enthusiasm and participation based on emotional adjustment and students' existing life experience, and achieve the effect of promoting students' all-round development. ? What's the situation As the core of situational teaching, it determines that many psychological factors are an important part of subject teaching, and also makes students' personal interests, ambitions, emotional attitudes and other qualities become the focus of subject teaching. In this way, students become the main body in the teaching process, which will narrow the distance between subject teaching and students' real life and be more conducive to students' learning. Situational teaching is a virtual environment created by teachers according to the teaching content, which can better construct students' knowledge and enable students to closely combine what they have learned with real life and apply what they have learned.
Second, the present situation and problems of situational teaching in Chinese classroom in senior high school
(A) the lack of emotional input of teachers, situation creation is too false
High school is an important stage for students to grow and learn. On the one hand, students' physical and mental development has gradually matured, and their self-control and self-restraint abilities are already high. On the other hand, the approach of the college entrance examination makes them nervous, so they will study harder. In order to make students better understand and master what they have learned, most teachers integrate situational teaching into the classroom teaching process [1]. However, the construction and creation of situational teaching requires teachers to put in sincere emotions, because only emotional input can truly realize spiritual communication and create real and elegant situational teaching.
At present, in many high schools, most teachers lack emotional input when creating situations, which makes situational teaching unable to achieve the expected results, and even students' enthusiasm and participation in learning cannot be well mobilized. For example, in the process of creating the teaching situation of Remembering Liu Hezhen Jun, teachers often put too little emotion into it, which makes the whole teaching atmosphere too serious and dignified, and students' enthusiasm and initiative in this teaching atmosphere are very low.
(2) Teachers ignore students and students passively accept knowledge.
The main purpose of situational teaching is to let students relate the contents of textbooks to their real life, which can improve students' interest in learning and make them better understand what they have learned. However, in the process of situational teaching in many high school Chinese classes, teachers are eager to make students understand knowledge correctly, and often ignore students' individualized opinions based on situations. In addition, in the process of situational teaching, teachers mostly confine students to classrooms, textbooks and teachers' small circles. They think that only in this way can students master the correct knowledge quickly and have an accurate understanding of things, but they ignore students' independent consciousness and self-emotion. Like this? Teachers are self-centered? Tendency is a common phenomenon in situational Chinese teaching in senior high schools. If students study in this teaching environment for a long time, they will gradually lose their ability to think independently.
Third, improve the strategy of situational teaching in Chinese classroom in senior high school.
(A) increase emotional input to stimulate students' interest.
Only by increasing emotional input in classroom situational teaching can teachers better arouse students' initiative in learning [2]. Teachers can improve situational teaching from the following aspects: first, teachers should design situations according to students' actual life and existing life experience, so that students can better understand the content of teaching materials; Secondly, teachers should show interest, openness, inquiry and adaptability in the process of creating teaching situations, and ask more situational questions; Finally, teachers should guide students appropriately, so that students can get timely guidance when they are confused but have no solution.
The specific case analysis is as follows: In the teaching of Rain Lane, the teacher plays the song Lilacs with multimedia five minutes before class, and presents the pictures of lilacs and rain lanes in the rain on the screen, so that students are immersed in a faint sad atmosphere; Secondly, the teacher asked the students to read the text with emotion, and feel the poet's feelings in the process of reading. Rain lane? Lilac girl? Hedge wall? The symbolic meaning of the image of equality; Thirdly, while reading the text with emotion, teachers interact with students so that different students can share their feelings. Finally, the teacher summarizes the ideas of the text and answers the students' questions. Integrating situation into Chinese classroom teaching can make students more interested in poetry works, and also help to promote the development of students' initiative exploration ability and logical thinking.
(B) into a variety of forms, reflecting the students.
Teachers can use various forms to create situations, such as music to create an atmosphere, watching videos or pictures to introduce situations, and of course students can also role-play the characters in the text during the teaching process. Introducing situations in this way can not only make the classroom atmosphere more active, but also enable students to naturally understand the personality characteristics of the characters in the text and deepen their understanding of the text content. For example, in the class of The Hongmen Banquet, teachers can let students play different roles to interpret the text.
First of all, teachers should let students introduce themselves on the basis of familiar reading the text, and determine the roles to be played in the text, such as: Xiang Yu, Liu Bang, Sean, Fan Zeng, Xiang Zhuang, Fan Kuai and others; Secondly, classrooms can be used as places for banquets, desks as wine tables, rulers as swords, books and stationery as dining tables and so on. Finally, let the students act according to the text.
In the process of deduction, the teacher points out the key parts, such as Fan Kuai's movements and demeanor, as well as the details of Xiang Zhuang's sword dance against Liu Bang everywhere, and also shows the arrogance of Xiang Yu at the Hongmen banquet, Liu Bang's timidity, and Fan Zeng's anxiety and anger. Teachers should also guide and explain, so that students can better understand the content of the text, understand the personality characteristics of the characters in the text, and also reflect the students' dominant position in the teaching process [3]. Various forms of situational teaching can give full play to students' subjective initiative, stimulate students' various potentials and promote their all-round development.
References:
Li Jingping. Research on the Optimization of Situational Teaching Design in Chinese Classroom in Senior High School [D]. Beijing: Capital Normal University, 20 14.
[2] Zhou. Research on Effective Chinese Teaching in Senior High School [D]. Changsha: Hunan Normal University, 20 15.
[3] Chen Wenchuan. Research on the efficiency of Chinese classroom teaching in senior high schools in Hainan Province under the background of new curriculum reform [D]. Haikou: Hainan Normal University, 20 14.
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