The Review Of The Situational Teaching Method In High School Chinese

With the deepening of the new curriculum reform and the revision of Chinese curriculum standards,Chinese teaching methods have attracted more and more attention of Chinese teachers,among which situational teaching method is the representative.Situational teaching method has been developed for many years,its position and contribution in Chinese education can not be underestimated.It pays attention to students' sensibility,emphasizes students' emotional experience and thinking development,and advocates to promote students' all-round development in real activity situations.Situational teaching method makes the organization form of teaching activities more vivid and flexible by creating rich situations,and its theoretical core has something in common with some ideas and requirements in the newly issued high school Chinese curriculum standards.Therefore,the situational teaching method still has a great use in the current high school Chinese teaching.Of course,as a teaching method,it is not perfect.With the deepening of theoretical research by experts and scholars and the extensive application in teaching practice,its drawbacks and defects have gradually emerged.So we should treat with a kind of fair and objective Angle,judge it.This paper is divided into five chapters.The introduction and the first chapter give a brief overview of situational teaching method on the whole.This paper mainly expounds the proposal and development of situational teaching method,its conceptual connotation,theoretical basis and analysis of the research status of situational teaching method at home and abroad.The second chapter combines some actual cases to analyze the establishment path of high school Chinese situational teaching method.This paper mainly starts with five methods of creating situations,namely,language description into the situation,question guide into the situation,life experience into the real situation,role-playing to restore the situation,and multimedia to create rich situation,and puts forward some problems that should be paid attention to when creating these situations.The third chapter discusses the superiority of situational teaching method of Chinese in senior high school by combining theory and practice.First,based on the humanistic nature of the curriculum,it optimizes the teaching mode of Chinese classroom,changes the traditional programmed teaching mode,and promotes the all-round development of students.Second,it pays attention to understanding the subjectivity,which is conducive to the establishment of new teacher-student relationship in teaching.Thirdly,from the perspective of teaching,it highlights the practicality of teaching.Different situations are conducive to the teaching of different styles,which enriches the creation of classroom teaching.The last point is that it emphasizes emotional development and advocates "cultivating people with emotion",which enriches students' emotional experience.The fourth chapter discusses the limitations of high school Chinese situational teaching method from three aspects: operation system,measurement standard and implementation effect.In this paper,the research of high school Chinese situational teaching method is chosen as the topic,the purpose is to let everyone stand on an objective perspective to examine it.We should not only see its advantages,but also be good at finding its limitations,in order to improve and perfect the situational teaching method in high school Chinese teaching,and get a better development.