The Study On Chinese Situational Teaching

Situational teaching is one of the widely mentioned teaching theories,about which pouring theories and practical modes emerged both in and out of China.Also with its continuous theoretical and practical innovation,it has been showing great vitality and force in the field of education nowadays.It’s in Chinese teaching that situational teaching achieved great progress in our country.It has been 40 years since Li Jilin put forward the concept of situational teaching in our country at the end of 70 s last century.Although different teaching streams appeared continuously,the situational teaching,founded our traditional Chinese education,still has many things to dig out.In the times of Chinese situational teaching blossoming everywhere,we should not only be pleased by the promotion of situational teaching,but keep the alert for it to reflect whether this "flood" is really promoting the further development of Chinese language education.Regarding current practice of Chinese situational teaching as the research material,this paper will combine its foreign practical and theoretical development to re-examine the situational teaching in China.Using literature research method,statistical analysis method,historical research method and case analysis,this paper is expected to analyze the problems and make up the deficiencies of situational teaching method.At last,it will summarize the special points in China and absorb excellent achievements in foreign countries to have a promotion in the reform of Chinese teaching practice.The main content of this paper includes the following five parts:The first chapter is the introduction.At first,it elaborates the research origin.Secondly,it defines the concept of situational teaching.Again,it is a summary of a large number of references,which is focusing on the analysis of foreign situational teaching studies,and the main ideas of domestic research.Finally,it illustrates the main contents of this study,and the problems to be solved,researching methods and ideas of this study.The second chapter focuses on the basic theory of Chinese situational teaching.Firstly,this part reviewed the phylogeny of Chinese situational teaching,to explain the basic connotation of this teaching method.And the history of Chinese situationa teaching in our country is divided into three periods: germination period,growth period,secondary development period.In each period,it chooses some representative of Chinese teacher’s teaching practice as examples,to show the specific forms at the time of the situational teaching.Secondly,it expounds the theoretical basis of Chinese situational teaching in our country,including the Chinese traditional literarytheory,Marx philosophy and modern psychology theory,constructivism-learning theory,situated cognition and learning theory,humanistic learning theory etc.The third chapter is the summary of the characteristics of Chinese situational teaching: give priority to virtual situation;Chinese teacher play a decisive role;with "love" to lead,emphasis on "meaning" and "beauty".At the same time,it lists some outstanding cases as supporting materials for analyzing.The fourth chapter mainly elaborates the similarities and differences between Chinese and foreign situational teaching.In this part,it sums up the development of the Chinese and foreign situational teaching practice,points out the difference in phylogeny,theoretical basis,and practice basis,otherwise,it sums up the similarities in situation creation,situation experience,and situation evaluation.The fifth chapter is a summary of this study.In this chapter,the first part is the reflection on the teaching practice of Chinese situational teaching,it points out the existing problems of our Chinese situational teaching: too dependent on quality,operating system of teachers being not perfect,the implementation effect being not easy to evaluate;it points out that efficient characteristics of Chinese situational teaching should notice the following aspects: the creation of situation should be challenging and rich in emotion;situational teaching should have the authenticity and integrity.And then summarizing the Chinese situational teaching should pay attention to: Chinese teachers’ personal style,students’ learning psychology,harmonious teacher-student relationship construction,and the effective use of multimedia assisted teaching.Finally,it gives a suggestion on the future development of Chinese situational teaching: integrating the Chinese teaching objectives,optimizing the situational education mode,grasping the essence of foreign situational teaching to use.