Keywords: classroom situational education, Chinese education
Through the observation in recent years, it is found that the education system in the classroom needs to be planned and designed in a fresh and interesting form, so that students can take the initiative in the process of completing their homework and get all-round development of body and mind in the process of doing their homework; It also makes classroom teaching the most effective and makes children's lives more colorful!
First, the advantages and disadvantages of situational teaching
Situational teaching refers to a teaching method in which teachers purposefully introduce or create some perceptual, vivid and concrete model scenarios to attract students' enthusiasm for participation, so that students can better understand what they have learned and develop their thinking. The core of situational teaching is to stimulate students' emotions. Situational teaching will not affect students until society and life are further refined and processed. For example, through vivid scenes, games, recitation, music appreciation, sightseeing, etc., the teaching content is abstracted, and what students need to learn is integrated into the classroom learning situation in the process.
Comrade Ye Lan wrote in 1997 "Educational Research": "It is the most fundamental defect of the traditional concept of classroom teaching to summarize the rich, complex and unchanging classroom teaching process as a special cognitive activity and abstract it from the whole life activity." "It makes classroom teaching become mechanical, boring, procedural, lacking vitality and fun, challenging wisdom and stimulating curiosity, so that the vitality of teachers and students can not be fully exerted in the classroom, and then teaching itself becomes a factor that leads to students' weariness of learning and teachers' weariness of teaching. Even traditional classroom teaching, which is regarded as the most important cognitive task, cannot be fully and effectively realized. "
Reproduce the situation of the text, reflect the classroom interest, and take other forms, such as reading aloud with music and performing textbook plays. For such classroom teaching, it takes more time and energy, but in the stage of completing these tasks, students not only learn most of the contents in the textbook to the maximum extent, but also learn a lot about practical quality and ability, and also integrate into the life of the extended family. Attaching to such a carrier not only increases the skill experience, but also comprehensively exercises the ability to participate in learning and gains a lot of happy experiences.
Second, situational teaching method
Situational teaching is to make teaching materials come from daily life, and then edit daily life into the content of teaching materials. Mobilize students' enthusiasm, restore the situation in the textbook with the existing conditions in life, integrate the situation with social life, and then integrate the things in the textbook into every student's learning interest by summarizing or quoting the text discourse, so that they have a strong interest in learning. This teaching method will greatly improve classroom efficiency.
Create a dialogue or sitcom. Through the analysis and application of an article, students can only organize the scene of the article into a dialogue scene and make it into a sitcom if they understand the article thoroughly. Stilwell said: "The art of teaching lies not in the ability to teach, but in inspiration, awakening and encouragement." In the process of daily education and teaching, situational teaching is one of the effective means to stimulate students' interest in learning. It can enhance students' curiosity, stimulate students' greater thirst for knowledge, develop creative thinking and cultivate students' innovative spirit.
Many teaching methods are not listed here. The application of the method is mainly to stimulate students' enthusiasm for learning and let them learn actively.
Third, the significance of situational teaching
Teaching is an art, and Chinese teaching has a strong humanity and artistry because of its rich content and diverse themes. However, in recent years, many students have become increasingly dissatisfied with Chinese teaching, and there has been an "interest" crisis. Classroom thinking is not positive enough, and language expression is pale and weak. The reason is that some teachers need to improve their teaching methods. Situational teaching method can maximize classroom teaching, mobilize students' learning enthusiasm and stimulate students' interest in learning, thus inheriting cultural traditions and regaining the essence of Putonghua.
Life is a vast world for students to learn. Extracurricular practical activities not only enrich students' knowledge, broaden their horizons and thinking, but also provide rich resources for students' exercise. In the spring season, lead students to go for an outing in the wild, so that students can cultivate their sentiments in the spring breeze and the fragrance of rape flowers, experience hardships and learn knowledge that books can't learn; Mother's Day is coming. Let the students do something for their mother and give her a surprise, which not only promotes the affection between mother and child, but also provides emotional material for the students' practice. Under the real emotional experience, it is not difficult for students to write beautiful works with deep feelings!
With the deepening of education reform, improving students' comprehensive quality and cultivating students' autonomous learning consciousness and cooperative inquiry ability have increasingly become the theme goals of learning. It is imperative to strengthen classroom situational education and teaching. Especially in the high school classroom, it is necessary to apply what you have learned and let students "harvest" more.
Conclusion: In the wave of educational reform, only by finding new thinking, caring for students and creating a harmonious atmosphere can we teach Chinese well in senior high schools and let students learn Chinese well under the existing circumstances.
References:
1. Ye Lan. Make the classroom full of vitality. Educational research. 1997 No.9.
2. Tian Huisheng. Situational teaching-the characteristics and significance of situational education. Courses? Textbooks? Teaching methods. 1999 07.
3. Zhu Hui. Research on Situational Teaching [D]. Shanghai Normal University. 2005。