First, the classification of situational teaching methods
1. Situational Language Teaching Method
Language-based situational teaching method means that teachers describe situations through language and stimulate students' imagination, emotions and emotions through tone, intonation and feeling, thus helping students to establish situational awareness. Situational teaching method of language expression requires teachers to have good language ability and achieve ideal situational setting effect through language description. Students constantly improve their sense of language by feeling language, using language and analyzing language.
2. Question Situational Teaching Method
In the process of understanding things, students often encounter some problems or doubts, and sometimes they will have doubts, confusion and anxiety, which will drive them to think positively. Enable students to develop their thinking ability in an all-round way in the process of constantly asking questions and solving problems. Question situational method is a common method in Chinese teaching. It means that the teacher puts forward some corresponding questions from the teaching materials according to the content to be taught, which stimulates students' exploration of the problems and guides them to think deeply. Understand and master relevant knowledge through the process of solving problems.
3. Imaginative situational teaching method
The teaching method of imaginary situation is to imagine the situation by using the original description, so as to turn the text into a three-dimensional image. Imaginative situations usually need to be based on physical situations, verbal situations or simulated situations. In Chinese teaching, we can make use of teaching materials to fully explore the factors that can create imaginative situations, so as to continuously expand students' imagination.
Second, the application of situational teaching in Chinese teaching in vocational high schools
1. Use the infiltration between disciplines to create situations.
Chinese in vocational high school is a basic literary subject, which has many connections with other disciplines. Through the infiltration and mastery between different disciplines, the complementarity and utilization between disciplines can be realized. Chinese teachers should find the convergence between Chinese and other subjects in the existing knowledge system, reorganize their own knowledge, and then comprehensively use all kinds of knowledge to cultivate students' Chinese ability. For example, teachers can infiltrate relevant historical knowledge in Chinese teaching. Especially in the teaching of classical Chinese, because classical Chinese has a certain historical background, if students don't know enough about these backgrounds, they will quickly understand the content and connotation of the article. Teachers can find some relevant historical materials to reproduce the history of students when explaining articles. For example, when studying Battle of Red Cliffs, teachers can create an imaginary situation for students by introducing the historical background, so that students can realize the political and military environment of that year, thus stimulating their enthusiasm for learning and exploration.
2. Use the natural environment to create situations
Chinese is also a subject that emphasizes inspiration and emotion, and there are often beautiful situations between the lines of Chinese. Especially for the description of nature, the beauty of this artistic conception is more prominent. Teachers should actively use the natural environment to create real learning situations for students. Students can experience the charming scenery described in the article through contact with nature, so that students can inadvertently enter the realm of literature and feel the charm of literature. For example, when studying the article "Moonlight on the Lotus Pond", teachers can organize students to go to the edge of the real lotus pond, and let them feel the beautiful artistic conception described in the article on a bright moonlight night, and feel that "the breeze blows and brings a faint fragrance, as if singing on a distant high building." That wonderful natural atmosphere. Under the influence of such an atmosphere, students will naturally understand the author's mood when writing, so as to understand the thoughts more deeply.
3. Using multimedia technology to create situations
With the continuous development of modern teaching methods and technology, some high-tech information technologies have been widely used in the field of education. Among them, the application of multimedia technology provides modern teaching with a variety of services, such as sound, pictures, animation, etc., and brings intuitive situational feelings to students. Multimedia can mobilize students' visual and auditory systems to the maximum extent and make up for the single problem in traditional teaching. Through the use of media technology, students can be shown more vivid feelings of China. For example, when teaching the text "Spring", teachers can use multimedia to play some pictures about spring and some background music related to spring. Students can experience the vitality of Yuan Ye in spring through pictures and music, so that their language ability can be further enriched.
4. Use practical activities to set the situation
Chinese is a very practical subject. Teachers can reproduce the situation in the article through practical methods, thus creating real situation space for students and deepening their understanding of the article. For example, in the article Pipa Xing, there are many vivid descriptions of movements and music. "However, before she started to walk towards us, we called a thousand times and urged her for a thousand times, but she still hid half of her face behind her guitar and didn't let us see it." These descriptions are very vivid and vivid. Teachers can use body movements to create vivid situations for students. For another example, in the teaching of Thunderstorm, students can arrange a stage play according to the content, and then let them play different roles to perform, so that students can fully deepen their understanding of the characters in the text.
Three. conclusion
The effect and quality of Chinese teaching in vocational high schools will directly affect the future development of students, and even affect the formation of students' aesthetics. As a Chinese teacher in vocational high school, we should realize the importance of situational teaching, be familiar with all kinds of teaching methods of situational teaching, and be able to use all kinds of situational teaching methods flexibly and reasonably, thus stimulating students' interest in learning and improving the overall quality of Chinese teaching.
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