Research On Situational Context Teaching Of Prose In Junior Middle School

The situational context teaching of prose in junior middle school plays an important role in cultivating students’ Chinese literacy.Based on the investigation of the current situation of prose situational context teaching in junior middle school,this thesis finds out the problems and attribution,and tries to explore an effective way to solve the problems of prose teaching in junior middle school.This study mainly includes five parts:The first part is the introduction,which mainly expounds the background and significance of this study,including the need of social development for higher standards of Chinese teaching,the important position of prose teaching in Chinese teaching,the necessity of prose teaching based on situational context theory,and the significance of expanding teachers’ understanding,improving teaching theory and providing ideas for conventional prose teaching.According to the theme,collect the relevant literature in recent years,and clarify the research methods.The second part is the first chapter,which is the definition of the core concept and the statement of the research basis.The third part is the second chapter,which mainly includes the characteristics of junior middle school prose and the basic requirements of this study.The characteristics of junior middle school prose can be summarized as wide and diverse themes,free and flexible structure and expressing real feelings;The basic requirements of prose situational context teaching in junior middle school start from six aspects: paying attention to the classroom psychological environment under the construction of prose classroom situational context,designing clear and hierarchical prose teaching objectives,paying attention to the psychological characteristics of students under the background of prose learning,clarifying the text tone of prose,the form of speech expression consistent with the situational context of prose teaching,and adopting the speech genre suitable for prose.The fourth part is the third chapter,which is the core content of this study.It understands and evaluates the current situation of teachers and students in the six aspects of classroom psychological environment,participation objectives,psychological characteristics,emotional tone,speech expression form and speech genre of prose learning from the perspectives of teachers and students.On this basis,it summarizes that teachers pay insufficient attention to classroom psychological environment in prose situational context teaching There are some practical problems,such as students’ lack of goal expectation in learning prose,teachers’ speech behavior is not suitable,students’ psychological characteristics in the appropriate stage,teachers’ speech behavior is inconsistent with the tone of prose,teachers’ speech expression form is improper,teachers’ speech genre is not clear and so on.Through the analysis of the problems,this thesis deeply analyzes the causes of the problems,that is,teachers’ lack of accurate positioning of the relationship between teachers and students leads to the imbalance of classroom psychological environment;Teachers’ lack of guidance on students’ learning objectives makes situational context teaching lack direction;Teachers pay little attention to the development of students’ psychology;Teachers’ understanding of teaching materials is not in place,and the construction of situational context lacks emotional tone;Teachers simplify the speech expression form of prose teaching based on mandarin;Teachers lack the awareness and methods of speech genre.The fifth part is the fourth chapter,which puts forward the corresponding solutions to the problems,mainly including building a classroom psychological environment suitable for prose teaching;Activate students’ prose classroom situational context and participate in the goal;Teachers’ speech acts adapt to students’ psychological characteristics;Teachers deepen their understanding of prose texts and promote classroom communication;Improve the form of speech expression based on communication and interaction;Teachers maintain the distinctiveness of prose teaching speech genre.