Discusion On The Situational Language Teaching Of Elementary Chinese In Non-Target Language Environment

With the rapid development of teaching Chinese as a second language, the breadth and depth of theoretical research and teaching practice of Chinese teaching methodologies have achieved a historic breakthrough,which has injected new vitality for the sustainable development of Chinese teaching career. As an important part of Chinese teaching methodologies, the situational language teaching is deeply affected by the Situated cognition theory and Constructivism theory.It has became one of the most popular teaching methodologies of teaching Chinese as a second language in recent years. On the grounds that the situational language teaching has great inclusive and practicality,the design of teaching situation must follow the principles of authenticity,practicality,relevance and cultural adaptation.According to the different forms in practice,the teaching situation can be divided into intuitive situation,simulated situation,dramatic situation and social situation.The feasibility and effectiveness of different teaching situation have got practical research.Based on the Chinese teaching practice in Chonburi Buranit school in Thailand and making instructional design and case analysis as the main research methods, this paper analyses the situational language teaching of elementary Chinese in non-target language environment from theoretical basis, establishing principle, classification method,ect.On the other hand,implementation of the situational language teaching is a complex process,it’s significative to make proactive,timely and effective teaching reflection. On the teaching reflection link, this paper discusses the inclusion and flexibility of the situational language teaching,and gives some advice on how to deal with the relationship of the situational language teaching, teaching management and cross-cultural communication.