Investigation And Countermeasures Of The Situational Teaching Of Chinese Composition In Elementary Schools

Situational teaching is a teaching method.In the process of teaching,according to the students' cognitive level and thinking characteristics,teachers use various active teaching resources inside and outside the classroom to create colorful teaching situations to stimulate students' interest in learning,and mobilize their enthusiasm and initiative in learning,so as to ensure students' learning quality and to improve teaching effectiveness.Situational teaching has a solid theoretical foundation and rich practical experience,which is commonly used and effective teaching method in primary school language teaching.Composition teaching is an important part of Chinese teaching in primary schools,and is also a part of primary school students who are more afraid to learn.The use of situational teaching in Chinese composition teaching in primary schools has many advantages.On the one hand,it can arouse students' emotional experience,stimulate students' interest in writing,and mobilize students' enthusiasm and initiative.On the other hand,it can cultivate students' observation,thinking and imagination.In addition,it changes the boring state of previous composition lessons,thereby improving the efficiency of composition teaching.Then,during the teaching of Chinese writing in primary school,How do teachers use situational teaching? How's the effect? Is there a problem? What caused it? How to optimize composition context teaching? This is a problem that this study seeks to understand and think about.I take Q City Primary School as an example,using questionnaires,interviews,and classroom observations,from the four aspects of situation selection,situation creation,situation presentation,and situation integration,to investigates the current situation of the implementation of situational teaching by primary school teachers in composition teaching.According to the results of the survey,It is found that there are some problems in the implementation of composition situation teaching,mainly in the following aspects: The choice of context is monotonous;The creation of context is random;The presentation of context is too modeled;The situation is mostly superficial.The main reasons are as follows: Teachers do not have an overall understanding of the aims of composition teaching,they regard composition teaching as part of exam-oriented education rather than the needs of children's inner expression and communication;Teachers lack the ability to develop and use contextual teaching resources,they cannot fully explore "teacher resources," "student resources," "objective material resources," and "dynamically generated resources";The guidence of primary school Chinese writing evaluation is biased,it ignores the systematicness of the evaluation process and the pertinence of the evaluation object.Based on the analysis of the causes of the problems in compositional situation teaching,I further put forward the optimization strategies for the contextual teaching of Chinese writing in primary schools.They mainly include: Teachers should fully comprehend and design composition teaching goals,based on the goal to broaden the source of context material,create effective situations,display colorful situations,and guide students to integrate;Teachers should improve their ability to develop and use teacher resources,student resources,objective material resources,and dynamic generative resources;Teachers should construct multiple evaluation criteria for composition promote the diversity of composition evaluation goals,the diversity of composition evaluation process,and the hierarchy of composition evaluation standards.