The Application Of Situational Teaching In High School Writings In Classical Style Teaching Research

Classical Chinese occupies a considerable part of the Chinese teaching of senior highschool as well as the college entrance examination. So it is of great significance to help thestudents learn classical Chinese well. However, there exist many problems in the Chineseteaching of senior high school today. Both teachers and students only pay attention to thelanguage knowledge but neglect the culture and connotation it is meant to convey. Manyteachers attach too much importance to the students’ grades in exams rather than their overalldevelopment. Besides, many teachers lack effective teaching methods, as a result of which theyare at a loss what to do with classical Chinese teaching. Meanwhile, it is generally accepted bythe students that classical Chinese is useless and boring and difficult to learn. Thus, they takelittle interest in it. In time, the students become less and less interested in classical Chinese andit is more and more difficult for the teachers to teach it. So Classical Chinese has become aheadache for both teachers and students.Scenario teaching method can create concrete situations and proper atmosphere accordingto the needs of the article, and stimulate the students’ learning motivation and interest, thuspromoting the overall development of the students’ psychology and optimizing the teachingeffect. Therefore, the application of scenario teaching method to classical Chinese teaching isquite necessary and will be an effective way to changethe current situation.The thesis begins with the development of scenario teaching method, and expounds itshistory both at home and abroad and also makes clear the connotation of scenario teaching.Besides, it points out the characteristics of classical Chinese and the current situation ofclassical Chinese teaching. What’s more, the thesis, based on the theoretical basis of scenarioteaching, elaborates the principles and methods adopted in the implement of scenario teachingmethod in classical Chinese teaching. Based on personal teaching practice, the author brieflyconcluded the expected and the actual results of the application of scenario teaching to classicalChinese teaching.The thesis consists of five chapters. The first chapter is an introduction, which expounds its concept, the reason why scenario teaching is put forward and the relevant research both athome and abroad as well as the significance and method of the research. The second chapteranalyses the current situation of classical Chinese teaching and meanwhile draws a comparisonbetween the classical Chinese writings of senior high school and the classical Chinese writingsof junior middle school and the modern writings of senior high school, based on which theauthor summarized the characteristics of the classical Chinese writings of senior high schooland then introduced the process of the scenario teaching of the classical Chinese teaching insenior high school. Chapter three mainly introduces the guiding theories of scenario teaching ofclassical Chinese, including its theoretical foundation, the Chinese syllabus of senior highschool, the new curriculum standards as well as its principles. The fourth chapter puts forwardthe three steps of scenario teaching in practice: the application of scenario teaching in theteaching process, the application of scenario teaching in the teaching contents and theapplication of scenario teaching in the consolidation after class. The last part is the conclusion,which indicates the problems that should be paid attention to in the scenario teaching ofclassical Chinese in senior high school and emphasizes the function of scenario teaching inclassical Chinese teaching and also makes clear its shortcomings.