Research On Strategy Of Situational Teaching In Different Links Of Junior High School Chemistry Classroom

The attention to situational teaching is the core topic in current curriculumreform and as well the subject constantly explored by lots of front-line teachers inteaching practice. Situational teaching has become many teachers’ consensus, but aproblem exists in situation creation in classroom nowadays, i.e. the application ofsituation is not extended enough. Most teachers rely on their own feelings andteaching experience to create situation, so they often create situation for situationwhen introducing a new lesson. In fact, situation design should exist in each linkthroughout the whole teaching process.In the paper, based on studying constructivism learning theory and situationteaching theory of situated cognition and situated learning theory, the author willanalyze teacher-student interaction, teaching content and different characteristics ofstudents’ mentality in different links such as introduction part at the beginning of aclass, new lesson teaching, and conclusion part at the end of a class, researchmaterials of situation creation, and probe into the strategy of situation creation.To explore the feasibility and effect of this research, the author carried out asemester of research on teaching practice. Through analyzing the teachingexperiment work, the author made a conclusion that the function of situation shouldbe different due to different orientations of teaching task in different links ofclassroom. In introduction part at the beginning of a class, situation should becreated to arouse students’ interest; as new lesson teaching part is the mostimportant link in classroom teaching, situation should be created revolving aroundaspects such as causing cognitive conflict, establishing questions, clear up doubts,and solve problems; in class-ending part, situation should be created for conclusionand expansion.With the application of the methods of direct observation, questionnaires, andinterviews, it proves that the context created in different steps of the class is distinctso that appropriate context can play a positive role which is especially apparent instimulating students interest in learning. Therefore, the author believes that, it is necessary to make full use of contextual teaching in classroom at ordinary times.