Research On The Application Of Situational Teaching Method In The Teaching Of Landscape Prose In Junior Middle School

Scenic prose occupies a place in the unified version of middle school language textbooks.As an integral part of language teaching,it plays an important role in highlighting the concept of the new curriculum,improving students’ aesthetic ability and cultivating their love for nature.With the widespread use of the unified version of textbooks nationwide and the emphasis on the core literacy of language subjects,teachers need to pay more attention to the cultivation of students’ learning ability in writing scenic prose.Based on the characteristics of scene-writing prose and students’ learning characteristics,many teachers choose to use the contextual teaching method for teaching middle school scene-writing prose,but there are inevitably some shortcomings in the actual application process.Based on this,the thesis draws on previous theories,takes the scene-writing prose in the unified version of middle school language textbook as the research object,takes the contextual teaching method as the entry point,investigates the problems in the current contextual teaching of scene-writing prose in L middle school in S city mainly through questionnaire survey,interview method and classroom observation method,and proposes some optimization suggestions for the existing problems,with the aim of optimizing the application of the contextual teaching method in middle school scene-writing prose teaching.The purpose is to optimize the application of the contextual teaching method in the teaching of junior high school writing prose,and to improve the teaching of traditional writing prose.The thesis consists of six parts: introduction,investigation of the current situation,problems and attributions,application of optimization strategies,application examples,and concluding remarks.In order to ensure the feasibility and validity of the selected topic,the introductory section introduces the background and significance of the study,the definition of core concepts,the current status of domestic and international research,and the research method.The investigation section first analyzes the scene-writing prose in the unified version of middle school language textbooks,and explains the basis for choosing the unified version of middle school scene-writing prose as the research object.Then,we conducted questionnaire surveys and interviews with some teachers and students in L middle school to analyze and summarize the current situation of teaching contextual prose in middle school.The problem and attribution section addresses the problems in the application of contextual teaching method in teaching middle school writing prose,and conducts attribution analysis at the teacher level and student level.Based on the analysis of the existing problems and causes of the contextual teaching of middle school writing prose,the application optimization strategy section provides some optimization strategies for the application of the contextual teaching method in middle school writing prose teaching from the school,teacher and student levels,with a view to providing effective reference for front-line teachers in teaching contextual writing prose.In the application example section,"The Four Seasons of Rain" is used as an example for teaching design,so that the "scenery" in the contextual teaching method and the "emotion" in the writing prose can be truly integrated in the specific teaching design.At the same time,we also reflect on the practical application of the contextual teaching method in junior high school writing prose,and draw useful experiences and shortcomings of the application examples.