| Situational teaching is a hot topic in the current second language teaching field.Because knowledge is situational,knowledge cannot be separated from the situation in which it is located.Therefore,the best way to learn knowledge is to create situations and learn Chinese language knowledge in situations.And Chinese children are a major subject of teaching Chinese as a foreign language,so what about the use of situational teaching in Chinese children’s elementary Chinese comprehensive classes? Using the method of case analysis,based on the relevant theories of situational application,this paper transcribes and analyzes the collected cases of Chinese children in elementary Chinese comprehensive classes,and puts forward some teaching reflections and suggestions for the situational teaching of Chinese as a foreign language.This article is mainly divided into the following parts:The first part is the background of the thesis,the research significance and the related research review of situational teaching.The second part is mainly about the relevant theories of situational teaching,that is,the definition,principles and types of situational teaching.The third part is the core part of this paper.It uses the method of case analysis to conduct a horizontal research and analysis on each link of the Chinese children’s comprehensive Chinese curriculum collected.At the same time,it also longitudinally analyzes how a teacher’s complete classroom always implements the situation.Teaching.The fourth part is based on the case-based reflections and suggestions on situational teaching,providing some references for situational teaching of Chinese as a foreign language.The research of this paper is based on the relevant theories of situational teaching,and uses the method of case analysis to analyze and comment from the perspective of the combination of lesson type and situational application,in order to provide reference for teaching Chinese as a foreign language. |
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