The Research Of Situation Creation In Primary Chinese Classroom Teaching

With the development of educational theory,the application of situation creation in primary school Chinese classroom teaching is becoming more and more extensive.It can combine knowledge,emotion and thinking development,play the role of the link of emotional experience,and promote the development of students’ cognitive and language use ability.The promulgation of the Chinese Curriculum Standards for Compulsory Education(2022 Edition)puts forward more strict and clear requirements for the creation of situations,emphasizing that teachers should create real and meaningful learning situations,highlight the practicality of situations,and guide students to improve the ability to use language and characters in diverse situations.In view of this,this study focuses on the situation creation in primary school Chinese classroom teaching,based on the theory of suggestive teaching,constructivism,cognitivism and embodied education,and adopts the methods of questionnaire,classroom observation and interview to investigate the current situation of situation creation in primary school Chinese classroom teaching,and finds that there are the following problems in the situation creation in primary school Chinese classroom teaching:,Teachers have a certain understanding of situation creation and related theories,and have a high degree of identification with situation creation;However,it is difficult to reach a unified understanding of the concept of situation,and the research on the new curriculum standard is insufficient.From the perspective of the creation and application of situations,teachers have a high frequency of creating situations;The situation creation has corresponding basis,and the creation path is optional;However,the creation type is relatively single,mainly based on virtual situations,and most of them are fixed in the classroom introduction part.From the perspective of classroom effect of situation application,generally speaking,it has good application effect,and students’ learning enthusiasm,language expression intention and frequency of interaction between teachers and students are ideal.However,in the process of situation application,students’ dominant position needs to be strengthened.Through interviews with teachers and daily observation and analysis,it is found that the reasons for the above problems may be as follows: the knowledge structure of teachers’ situation creation theory is not perfect,and the awareness of active exploration of new curriculum standards and other policies is not strong;The ability of teachers to make overall use of classroom teaching is insufficient;There is a lack of certain evaluation criteria for the creation and use of teachers’ situations;To a certain extent,the resources support and research assistance provided by the school to teachers’ situation creation are insufficient.Based on the analysis of the above problems and reasons,combined with the analysis of relevant theories and cases,this study proposes optimization strategies from the following aspects.First of all,teachers should deeply study the theory of situation creation and improve the quality of situation creation;Secondly,enrich the types of situation creation and enhance the ability to use situations as a whole;Finally,optimize the situation creation environment to provide support for teachers’ professional development.