Study Of Chinese Situate Teaching In Rural High School

Our basic education is going through a significant reform in order to advance overall quality-oriented education. As an important basic subject, Chinese plays an essential part in improving the comprehensive, harmonious and healthy development of the students'quality. How to enhance the efficiency and the quality of Chinese teaching is always the focus of all parties. As the advancement of new curriculum reform, many new teaching theories and methods are gradually introduced into the Chinese classroom under the guidance of the idea of new curriculum reform. It injects new vatality into the Chinese teaching of rural areas. Among all these important teaching theories and methods is situational teaching. After years of systematic research and practice from Mr Li and other people, the theory and method has achieved great success in primary Chinese teaching in our country and it has been able to solve the problem of theory and practice of primary Chinese. But it doesn't mean that situational teaching is only applicable to primary Chinese teaching. Indeed, there exists stage in Chinese teaching, but there are also commonnesses in teaching ideas, teaching ways and teaching methods in each stage. Situaional teaching emphasizes on the development of the students'emotion and thought. It emphasizes that developing the interest of the students and motivating the activity of the students and some other ideas are actually required by middle school Chinese teaching. As a matter of fact, Chinese teachers in middle school never stop the application and research of situational teaching. They just don't form the systematic research like Li Jilin. As an educator of middle school Chinese from rural areas, the writer of the article bases herself on rural areas and try to research the situational teaching of middle school in rural areas to expand the research field of situational teaching. The writer wants to enrich and develop the current teaching methods and theories of middle school Chinese in rural areas so as to offer reference to middle school teachers in rural areas on correct and efficient situaional teaching to improve and activate middle school Chinese classroom in rural areas.The aricle consists of following parts. The first part is the prolegomenon. It makes clear the background and significance of the research and related interpretation of the concept. The second part systematically analyses the basic theory on situational teaching and concludes the advantages and the limitations of carring out situational teaching in rural areas. The third part analyses the current situation of carring out situational teaching in rural areas and points out the problems and mistaken ideas existing in the teaching. The fourth part investigates the practice of middle school situational teaching and elaborates the methods of operation and the means and clarifies the concrete application of situational teaching by means of classroom examples.