High School Chinese Class Situation Teaching Design Optimization Study

Since Li Jilin teacher first proposed the situational teaching, situational teaching has become a key topic in the study of Chinese language teaching, since Ministry of Education promulgated the "ordinary high school language curriculum standards"(trial version) in2003, the researchers found that situational teaching has become the only way to implement curriculum standards, researches of situational teaching have been increasingly, situational teaching approached to classroom teaching. With the deepening of teaching reform in recent years, the pleasurable education, the successful education, innovative education has achieved gratifying harvest, however, all education practice through situational teaching to achieve, so situational teaching is the inevitable product of reform.The theory of situational teaching developed in China for30years, theoretical research has been gradually improved, but in the process of implementing situational teaching in high school classroom, produced a lot of problems, the Optimization of Chinese teaching needs to remove the shortcomings of classroom teaching. Through case analysis of the problems and the causes that exist in the modern high school Chinese classroom situational teaching, elevate the design of high school Chinese classroom situation, and propose practical optimization measures for language teachers, provide Theoretical basis and practical experience of high school language classroom situational teaching.