Research On The Application Status And Strategies Of Situational Teaching Method In Fairy Tale Teaching In The First Stage Of Primary Schoo

Situational teaching method is an effective teaching method to promote the development of students’ language,thinking and aesthetics,and it is also one of the commonly used methods used by many front-line teachers in practical teaching.Fairy tales are creative and imaginative literary works that play a positive role in promoting the development of students’ imagination and aesthetic ability.The situational pedagogy is flexibly applied to the teaching of fairy tales,which can maximize the value of contextual pedagogy and highlight the characteristics of fairy tale texts.According to the requirements for situational creation and fairy tale teaching in the Standards for Compulsory Education Chinese Curriculum(2022 Edition),combined with the characteristics of students’ learning and the laws of physical and mental development in the first stage,the research perspective is positioned on the application status and strategy of situational pedagogy in the first stage of primary school.Firstly,by using questionnaire survey method,interview method and case analysis method,the application status of situational teaching method in the teaching of fairy tales in the first stage is investigated in depth.Secondly,the data obtained by collating and analyzing the obtained data summarizes the problems existing in the application of situational teaching in the first stage of primary school,mainly including: insufficient understanding of situational teaching method;Single way to understand situational pedagogy;weak comprehensive ability to create scenarios;Context creation relies on multimedia;The classroom atmosphere of situational teaching is dull,and the evaluation subject,dimension and content in the teaching process are single;low frequency of reflection;Reflect on issues such as single dimensionality.Thirdly,the reasons for the existence of these problems are analyzed in depth,which is reflected in: the low attention to situational pedagogy;lack of innovative awareness and ability of teachers;Teachers’ textual analysis is not thorough enough;the impact of individual differences in students;outdated notions of teacher evaluation;Teachers have a weak sense of reflection and ability.In order to solve the above problems,we should effectively understand the improvement strategies of situational teaching in the teaching of fairy tales in the first stage of primary school,select excellent teaching examples for analysis,and learn effective teaching strategies from them.Finally,the corresponding solution strategies are proposed from the cognitive aspects of situational pedagogy,the creation method of contextual pedagogy applied to fairy tale teaching,the process of contextual pedagogy applied to fairy tale teaching,the evaluation system of contextual pedagogy applied to fairy tale teaching,and the reflection of contextual pedagogy applied to fairy tale teaching.