Situational teaching mobilizes students through teachers, creates various situations, stimulates students' initiative and creativity, enlarges the classroom in the situation, and transforms it into various artistic conceptions in the text. So how can we give full play to the situational effect in Chinese teaching and activate the classroom?
First of all, skillfully create situations in the tutorial.
Lead-in is the breakthrough of classroom teaching. Any qualified Chinese teacher will attach great importance to the design of lead. "Guidance" is the first perception provided to students in class. If situational method is created properly, it will get twice the result with half the effort. At the beginning of the class, some students were still immersed in the noise for ten minutes after class and were in a good mood. Students with this mentality suddenly concentrate on class, just like a rushing torrent suddenly meets a boulder in the way, which will cause a rebound. Therefore, teachers must make students in a good mood calm down and introduce their ideas into the classroom as soon as possible through clever artistic persuasion. At this time, the best way is to create teaching situations. Teachers can adopt flexible and diverse methods according to the characteristics of different texts, and firmly attract students from the beginning of a class, so as to achieve the effect of "setting an example first and killing two birds with one stone". Therefore, classroom lead-in should be targeted, enlightening, novel, interesting and concise. Only in this way can we attract students' attention.
Second, feel the situation in reading aloud.
Reading a book a hundred times is self-evident. The image color of language can only be expressed by reading aloud. Wei Shusheng said: "Teachers in China should not be like salespeople in food factories, but should be like nurses, taking care of children's appetite and spiritual needs as their own responsibility." Junior high school students are more emotional than rational and easy to be indifferent. Their hearts are infected by art, which is far more efficient than the monotonous preaching of a scale. Most literary works are written by authors with pens dipped in painstaking efforts and tears of joy or bitterness. Therefore, teachers must use various teaching methods and set the environment in the teaching process, just as the stage needs lights and scenery. Create an atmosphere so that students can hear their own voices, see their own people and feel immersive.
Third, create questioning situations.
One of the psychological characteristics of primary school students is their strong curiosity. If they can deliberately cause questions and contradictions in the classroom, they can often arouse students' strong thirst for knowledge, make their attention quickly focus on thinking about relevant content, and form a strong teaching atmosphere. Asking questions is another art. If asking questions is too wide to touch the doubtful points, even if the classroom atmosphere is warm, it will not help to realize the teaching purpose. If it is too deep, beyond the students' intelligence level, then they will lose the confidence to "jump" and "pick peaches". Clever questioning requires efforts to create situations. Therefore, create certain problem situations to provide incentives for students to study in places with emotions. In actual teaching, creating problem situations can be carried out from the following two aspects:
1. Beware of doubt
Aristotle said, "Thinking begins with doubt and surprise." In the teaching process, teachers can ask questions and guide thinking with doubts, which can induce students' strong sense of participation. Asking questions depends on the learning object, teaching materials and classroom atmosphere. We should thoroughly understand the syllabus, study the teaching materials, read the teaching reference carefully, make clear the knowledge system of the teaching materials, make clear the organic connection of the internal structure of knowledge, and easily master the teaching materials. We should carefully analyze students' cognitive level, optimize questions according to students' existing knowledge accumulation, psychological characteristics and thinking quality, and ask questions at key points of knowledge; Choose the right time and ask questions in teaching; Grasp the discretion and ask questions with moderate difficulty; Check for gaps and ask where the negligence is weak.
2. arouse suspicion with interest
In the teaching process, students' willingness to participate and cooperate depends on their emotional state of teaching activities and their interest in the knowledge given. The ancients said: "Learning is expensive and doubtful, small doubts make small progress, and big doubts make great progress." A strong desire to dispel doubts is the intrinsic motivation for students to think positively. Teachers should guide students to be interested in teaching content, provide students with space for their own activities, ask students questions that need to be carefully explored when necessary, change students' research ideas, and make them explore in a scientific direction, so as to experience interesting and rich research results.
Fourth, the blackboard design redraws the situation
Beautiful blackboard writing design can not only help students better understand the structure and framework of the knowledge they have learned, but also have a visual impact, leaving a deep impression on students and facilitating the extraction of information in the future. When analyzing the text structure, if Chinese teachers can refer to the form of science modeling and convert the text content into the form of charts and coordinates, it will definitely give students a refreshing feeling. For example, "plot" is one of the three elements of a novel. The ups and downs of the plot are an important factor to attract readers and the key to our appreciation of the novel. When talking about Lin's Snow Mountain Temple, we might as well present these plots on the blackboard in the form of charts to help students better understand the effect of the article structure of "It's going to rain" but "Dark clouds don't rain".
Fifth, the artistic interest situation.
The introduction of classroom teaching is obviously very important, and the conclusion of classroom teaching is particularly critical and is an important part of the whole teaching process. Its design should play the role of finishing touch, so that students feel that "words are still unfinished" and have been immersed in the enjoyment of beauty. At the end of a class or a text teaching, teachers should use accurate and concise language, grasp the key points and main characteristics of teaching, and make a high generalization to deepen students' impression and play a role in strengthening and deepening the theme; Or guide students to extend from in-class to out-of-class, making it the link of the second classroom. I won't go into details about these. But we must follow two aspects: the first is to summarize the teaching content, highlight the key points, sum up the rules, and let students know the content and knowledge points of the whole course; The second is to broaden students' horizons, stimulate thinking, arouse association and thinking, make knowledge systematic and orderly, and realize the transfer of knowledge and ability. Commonly used methods are:
1. aftertaste-like class ending
Huang Zhengshu said: "A good ending is like chewing dried fruit and tasting fragrant tea, which makes people memorable." The aftertaste-style end of class means that at the end of a class, we should pay attention to adding rich colors and artistic meanings, so that students can feel "endless words and endless meanings", thus causing chewing aftertaste after class and enriching imagination. For example, in the article "Camellia Fu" by Professor Yu Yi, a special teacher, a children's Camellia wall chart with dew on it was displayed after class. The article praised thousands of camellias in Qian Qian. Why only show this one? Why did you show it to the students after class? Its intention is not only to help students understand the relevant sentences along the context of the article, but also to impress the colorful images of camellia on boys' faces in their hearts, so that students can have a situation to remember the text. Use this beautiful image to guide students to understand the author's infinite love and sincere praise for the new socialist great motherland and understand the essence of the article; Sow the seeds of loving the motherland in the hearts of students with such a beautiful image, and stimulate the deep affection of loving socialism. The aftertaste-style classroom ending is meaningful and thought-provoking, which can effectively enhance students' interest in learning and cultivate and improve students' appreciation and thinking ability.
2. Summary formula
Ye Nilov Ye Xibo, an educator in the former Soviet Union, said: "It is very beneficial to conclude a class by summarizing the main facts and basic ideas that students have learned in class." After teaching a text, the teacher makes a brief summary to give students a complete impression. Summary can start from ideological and artistic aspects, which is by no means a simple repetition of the previous teaching content, but a different angle to increase the depth.
3. Read aloud and copy.
At the end of the class, the teacher can design a reading. The content of reading aloud can be wonderful fragments in the text, selected after class and edited by the teacher, but the content of the text should prevail. Only in this way can the outline and spirit of the text be reflected. The way of reading aloud can be one person's reading aloud, one person's reading aloud and one role's reading aloud. Reading aloud after class is intended to deepen the feeling of the text, which is of great significance to strengthen the overall cognition, cultivate the ability of language sense and cultivate good sentiment.
In a word, creating teaching situations in Chinese classroom teaching can not only optimize the Chinese teaching process and stimulate students' strong interest, but also achieve more obvious teaching effects than traditional teaching.