A Study Of Situational Teaching In Junior Middle School Chinese Novels

Novels stand in the junior middle school Chinese textbook for a large proportion. The novel teaching also has become the important and difficult in Chinese teaching of junior high school, especially as a kind of literary style that students initially meet and need to learn systematically. Students are interested in the novel text, but they don’t like the teaching of novel reading skills. That’s because the traditional novel reading teaching in our country are mainly from the three elements of character, plot and environment,---a comprehensive analysis, which is difficult to arouse the enthusiasm of the students reading. It also can’t make students grasp the key points and understand them deeply. We can’t develop students’abilities to appreciate a novel independently in this way for a long time.However, as a learning style of the students’preliminary contact, it’s very necessary to lead students to approach the vivid characters in the novel, experience vivid story plot, go into the novel creation environment. In this way, students can truly grasp the novels theme. So, how can we make students not only master basic knowledge of the novel and the basic ways of reading novels, and but also stimulate students’ enthusiasm of learning and cultivate their understanding ability to appreciate the novel? So far, the situational teaching is a good solution to this problem. The development of the situational teaching started in our country with the Chinese teaching of the elementary school in the 1970s. At present it covers elementary, junior and senior high schools, contains styles on exposition, narrative, prose, poetry and writings in classical style. From the aspect of content it is discussed on the necessity of implementing situation teaching in Chinese teaching, situations combined with experience, and teachers’ situation creation abilities, etc. but until now there are no novel reading theories of implementing situation teaching in junior high school, the concrete implementation process, the methods of situation creation or the exploration of the effect.Therefore, this topic will actively explore the situation novel teaching theory combined with the teaching of the novel reading skills in the junior high school based on the earnest study of situation teaching theory, the language curriculum requirements of novel reading and the characteristics of students in junior high school. This paper studies the theoretical basis of the situational teaching method, the specific process, creating situation and implementation effect in novel reading teaching of the junior middle school, for the majority of first-line teachers. As for the research methods, the thesis mainly use the example method, literature method, observation method and comparative research practice. The basic structure of the paper is as the followings:The first chapter mainly elaborates the basis of Chinese novel reading situation teaching theory in the junior middle school. It includes language reading novels situation teaching theory construction in Junior high school, respectively discusses the relationship between constructivism and novel reading situation, the relationship between emotional psychology and novel reading situation and the relationship between receptive aesthetics and novel reading situation teaching; interprets the connotation of language reading fiction situation teaching in junior high school and also interprets the characteristics of the novel reading situation teaching from the perspective of the novel reading and situational teaching compatibility; determines its implementation principles combined with the connotation of language reading fiction situation teaching and characteristics in junior high school.The second chapter mainly discusses Chinese novel reading situation teaching implementation process in the junior high school. Firstly it discusses the preparations of junior high school novel reading situation teaching---mainly completes the analysis of the teaching of novel reading situation and learning of text reading; And discusses to determine its basic classroom structure combined with the teaching characteristics of Chinese novel reading situation teaching in junior high school--handing down together; finally discusses the implementation of the specific steps according to language reading fiction situation teaching class structure in junior high school:import situations, bed situations, experience emotions and feel deeply.The third chapter mainly discusses on the methods of creating situations in Chinese novel reading teaching in junior high school. That is embodying progressive situation creation ideas by reading to speaking to acting step by step based on text establishment situation; establishing situations with the aid of multimedia method, the use of music, video and image, fully motivate the students auditory and visual effect; Contacting the students to the real life situation, to promote Chinese life, fully show the language discipline of instrumental and humanism; Paying close attention to students subject establishment situation, stimulating students good emotions, stimulating students to explore actively, motivate students active learning.The fourth chapter mainly discusses the effect of novel reading situation teaching in junior high school. It aims to enlarge the popularization, the value and the applications of situational teaching. To comparatively study the effect of improving the quality of teaching of the novel reading situation teaching. After the examination, it proves that situational teaching in junior high school makes a big difference to the novel reading skills.