The Study On The Situated Teaching

Since the 1980s of the 20th century, there have been significant changes in the educational ideology throughout the world. The human being and his ultimate existence have been people's concern. Education now turns from merely imparting knowledge and skills to teaching people how to adapt to life, participate in life, create life, experience the meaning of life, enjoy the glory of life and love life. The significant development in educational ideology entails accordingly changing and transforming the teaching ideologies, teaching methodologies, educational assessment, and course-book reform, which all contribute to achieve the educational goals. From the perspective of learning, "Only in the activities, in which knowledge is generated and applied, is knowledge meaningful.""Knowledge cannot be isolated from the situation in which it exists. The best method to learn knowledge is to learn it in the relevant situations."Knowledge lies in the meaning-generating background, namely, situation. Considered from teaching respect, teaching cannot be performed out of a situation. Teaching is always situated teaching. It might as well be said that teaching has always been closely related to situations since the very day it came into being. This thesis consists of five chapters. Chapters One and Two address respectively the theoretical framework of the situated teaching and the specific application of situated teaching theory to the practice of the teaching of Chinese. Chapter Three thoroughly expounds the essential laws of the teaching of Chinese from the artistic, aesthetical, creative and open-to-occasions nature of situated teaching. The deepening and development from situated teaching theory and practice will inevitably result in curriculum reforms, thus leading to the developing of situated curriculum, and providing a new angle for course book reforms. Chapter Five, taking the contemporary circumstance into consideration, discusses the significance of situated teaching for the implementation of quality-oriented education, and the implication of situated teaching to curriculum reform, and therefore explores the new horizon for the theoretical and practical studies of situated teaching.