| From dual foundation to three-dimensional goals to core literacy,the pace of China’s education reform has never stopped.The ultimate goal of the reform is to improve the quality of education and promote the development of students.However,all this is based on the basis of teachers’ understanding and students’ participation.Teachers and students are the ultimate practitioners of the reform.In the process of promoting educational reform,many new educational theories and teaching methods continue to break into people’s horizons and are tested in actual teaching practice.Among them,creating a suitable teaching situation can organically integrate students,teachers,textbooks,classroom environment and real life into a organic whole,so that students can subtly master knowledge,develop their thinking,and enrich emotions,thus being loved by teachers and students.The creation of teaching situations can effectively promote student participation has been verified by many scholars and front-line teachers,but there are still problems such as students’ participation in shallow level and false participation in passive participation in actual teaching.In order to analyze the problems existing in the creation of primary school Chinese teachers in the teaching situation,the reasons that affect students’ deep participation in the teaching situation,and let the creation of teaching situations give full play to its value to guide students’ in-depth participation,this study refers to Construction learning theory,Original cognitive theory and Mr.Li Jilin’s situational education theory.Citation,the literature method,questionnaire method and case analysis method were used to investigate the creation of Chinese teaching situation and the in-depth participation of students in J Primary School.The deep participation of students is carried out from the aspects of behavioral participation,cognitive participation,emotional participation and social participation,and teachers are carried out in terms of cognition of teaching situations,methods created,and the effect of student participation.Through a questionnaire survey of middle and senior high school segments,classroom case studies of two lower grades and interviews with 12 language teachers found the following problems:students’ lack of depth in the teaching situation due to insufficient interest,lack of ability,excessive,strong dependence,passive learning and other reasons.Teachers have problems in their cognition and methods of creating situations,resulting in poor results in the teaching situation created,which is not enough to deepen students’ participation.Aiming at the above problems,this study puts forward a key path based on the perspective of the teacher as the situation creator: determining teaching goals-designing situation tasks-organisational resources and brackets-situation selection and design-clear evaluation standards.Six core strategies: pay attention to students’ interests,pay attention to students’ emotions,believe in students’ ability,strengthen teachers’ lifelong learning,flexible classroom organisational,and harmonious interpersonal relationships.At the same time,in view of the fact that the research object of this article is the whole primary school section,it is found that the difference between the characteristics and teaching priorities of students in different segments is still very obvious,and the general teaching situation creation method may not be suitable for students in the whole primary school stage.Therefore,on the basis of the above-mentioned key path,on the basis of the six basic strategies,different situation creation strategies for the three primary school sections are put forward,so as to achieve a unified and targeted organic combination,and strive to enable students to deeply participate in the learning state of the teaching situation. |
