The Practice And Exploration Of Situational Teaching In Senior Chinese Teaching

This thesis, combined with standards of the New Curriculum, summarizes the development of Situational teaching at home and abroad, and is intended to solve the problems of Chinese teaching nowadays in senior school. According to the theory of Constructivism, the theory of the Psychology of Emotion and the theory of Learning Psychology, the thesis, under the New Curriculum, analyses the new demands of Chinese teaching in senior school and the implementation of the strategy. It summarizes six principles in Situational teaching: subjectivity, openness, practicality, democracy and equality, suitability, moderation, which is based on the existing research findings of Chinese Situational teaching and the writer's own experiments and research. The main approaches used in this thesis are: the theoretical study, survey, literature, observation and experiments.The thesis analyses both the connotation of Situational teaching and the present class teaching situation in Chinese senior school. It points out the existing problems and puts forward the strategies of Situational teaching in Chinese class of senior high school. The part of introduction expounds on the background, connotation, and the significance of situational teaching in senior school. This part also sets light on the problems and causes of Chinese situational teaching. The second part focuses on the theories and principles of Situational teaching. The third part is about the practical strategies of Situational teaching. The last part is concerned with description of experiment and analysis.The thesis concentrates on the practical strategies and methods, that is, to create situation by means of questions, leading-in, and dialogues; to reproduce and embellish situations in the way of visualization, performance and music. By means of the analyses of these seven strategies, the thesis defines the function and problems of situational teaching of Chinese, and puts forward the subjects worth further research.This thesis is based on experiments conducted in two parallel classes. Compare the teaching and its effects in one class where situational strategies are used and that of the other class where the traditional teaching methods are employed. The results show that after the implementation of situational teaching there is a more active atmosphere in class, and that the students can comprehend the text more flexibly, which leads to a significant improvement in the academic performance. Meanwhile, the students in the class where situational strategies are used have a better aesthetic taste. In short, it is effective to implement Situational teaching in Chinese class in senior school, which is an important approach to optimizing Chinese teaching under the New Curriculum.