Study On The Strategy Of Situational Teaching In Elementary School Chinese

At present,the reform of the new curriculum has been constantly deepened.The standards of Chinese curriculum in primary schools of compulsory education(2011 edition)pointed out that primary schools should let students enrich their interests on the basis of mastering language knowledge and strengthen the cultivation of thinking and aesthetic ability.Therefore,bringing students into the situation to learn Chinese has become an important concept in the new situation,which also puts forward new requirements for primary school Chinese teaching.Situational teaching method focuses on students' learning interest,helps students to get real feelings through real situation or virtual situation,accepts language training in the situation,obtains the understanding of beauty,and realizes the development of students' overall ability.Therefore,it is reasonable and appropriate to use situational teaching method to teach Chinese in primary school.The author chooses "situation teaching of primary school Chinese" to investigate and research,in order to understand the implementation of situation teaching method in the first-line teaching,so as to put forward targeted strategies.The paper is composed of four parts: introduction,concept and theoretic basis,investigation and analysis of the present situation,implementation strategy.First,in the introduction,I separately introduce the research background and causes,literature review and the research methods of this paper are introduced in turn.Secondly,it explains the connotation,definition,characteristics and types of situational teaching method,and summarizes the four theoretical bases of situational teaching method.Thirdly,in the part of investigation and analysis,the author USES the form of questionnaire survey and interview to understand the implementation status of Chinese situational teaching in S primary school in dalian city.Based on the analysis of the results of questionnaire and interview,the author finds three problems in the implementation of situational teaching.Finally,based on the implementation status and problems of situational teaching,the author proposes corresponding implementation strategies from three perspectives of teaching tasks,teaching methods and teacher-student relationship.The first is to classify and sort out the teaching tasks,starting from the teaching of literacy,writing and reading,and trying to create multiple situations.Second,with the help of the three types of situations,innovative teaching methods,through the creation of intuitive situations,problem situations and emotional situations to improve students' language expression,cognitive understanding,thinking development and aesthetic appreciation ability;The third is to optimize the teacher-student relationship,strengthen the students' status as the subject of the situation,through training the situation throughout the whole process of the classroom.Strategies aimed at the three aspects for students learning to create a lively and friendly real situation,to unify the children's understanding of the activities and emotional activities,achieve common emotion in the stateto create,and combining with the characteristics of Chinese instrumental and humanism,increase the training in the situation,so as to optimize teaching effect,cultivate the students' overall quality.