Study Of Chinese Situated Teaching In Junior High School

"To enable students to learn Chinese in the concrete and active situation" is one of the most important ideas of the new curriculum reform. The use of situational teaching method in the course of Chinese teaching can help students to understand and feel the texts intensively, stimulating students' imaginary and potential. Also, with the proper use of situational Chinese teaching method, students can enjoy a further widening on their culture vision and enriching in their spirit. Thereby, a right emotional attitude and aesthetic value can be cultured.Starting with the meaning the situational teaching, this paper discusses the development of the situational teaching method, identify its features as situational, emotional, aspirational, and instructional, summarize the present problems based on the surveys on the use of the method in junior middle school Chinese classes among students and teachers, and study counter measures on two aspects as improving teachers' quality and developing student' s ability. The paper suggests that teachers must update their ideas and improve qualities in order to develop students' ability of creation, imagination and oral communication. The paper also analyzes the principles of the situational teaching method, including the interaction between emotion and cognition, intelligence and nonintellectual factors, the integration between guiding and independence, intuitive and suggestibility, timeliness and appropriateness, as well as the functions may be brought up by these principles such as a dynamic class, bigger interest in Chinese learning, higher efficiency on Chinese teaching and better class effects.This paper emphasizes the practical research on the middle school Chinese situational teaching, which is to use life experience, pictures, music, imagination and multi-media to create situations and enable students to feel, to doubt, to think and to learn actively and happily.Furthermore, this paper puts forward some tentative ideas on the follow-up studies, explaining the relation between the situational Chinese teaching and examinations, periods, aims and lingual text, offering the mode of the situational Chinese teaching as well as the restructuring the teachers' professional qualities.