A Study On The Strategies Of Situational Teaching In High School

Teaching originates from life, but transcends life. "Learning the useful knowledge of geography for life and lifelong development" is an important concept of the new curriculum reform, which advocates to construct a geography that meets the need of the development of our society. All these remind us that geography teaching should link closely with the students’ real-life and deliver the useful knowledge related to the surroundings and the society in the future. The life-based situational teaching is rooted in the students’life world, creates daily life scenes complied with teaching by geographical experiments and multimedia technology. It makes students participate the learning activities actively, cultivates their ability to discover, explore and solve geographic probl ems. The life-based situati onal teaching is a new thing that complies wi th the social development and curriculum reform, which is also a new meaningful way to build a new model for geography teaching.With the help of abundant literature, this paper presents the research background as well as domestic and foreign research status of situational geography teaching in high school. Under the guidance of related theories and principles, I define the concepts with respect to the situational geography teaching in high school and illustrate the essence of the teaching methods. Based on the domestic and foreign outstanding research achievements, we review and summarize the life education theory, situated cognition theory and constructivism theory as the theoretical support for this paper.According to a questionnaire survey and the observations in the process of teaching, I study and analyze the current situation and influencing factors for geography teaching in high school. The result reveals that the life-based situational teaching gets preliminary development, which, however, does not mean that all life-based situational teaching methods are effective. In fact, there are still many problems, such as formalism in the teaching, inappropriate settings, exam-oriented education, poor trained teachers and the lack of learning motivations and experience of students. According to the results of investigation, this article proposes five situations and the corresponding principles and strategies for implantations:situational perception, situational inducement, situational rendering, situational analysis and situational regression. Specifically, situational perception originates from social life, and creates situational issues in life; situational inducement inspires learning momentum, and creates language environment in life; situational rendering enriches the teaching methods, to create art environment in life; situational analysis establishes students’ subject position, and creates the life experience; situational regression encourages students to learn in order to practice, and creates life exercise.The life-based situational teaching for geography is of great significance to reveal the values of geography teaching, to enhance students’ learning ability, and to promote the professional development of teachers. Meanwhile the research results would enrich the teaching methods in geography classes and promote the reform for basic education curriculum. In this paper, I attempt to explore the general pattern of life-based situational teaching and summarize the teaching experience as a system theory. And I hope it can bri ng some enlightenment to teachers in the frontline to make the teachi ng better.