The Middle School Language Situation Teaching Research

Teaching is science or art, academic public opinions are divergent. Instead of saying that teaching is art or science, rather than teaching is human learning, Because any form of teaching is teachers and students to build for core compose classroom. Chinese teaching in Middle school as a branch of teaching, walking in the forefront of the times. It draws on the western advanced scientific theory, using the colorful teaching form, advocates the teachers and students to create situations, teaching benefits teachers as well as students, with particular emphasis on students in the context of self experience and self construction. In the new curriculum reform period, such a highly scientific and artistic teaching, get the Chinese educational favor and circles attention, therefore, it is necessary to carry on the theoretical research and practical exploration, we should see its benefits in middle school Chinese, but also to see its problems,defects and limitations, in the process of development. Only a comprehensive understanding of Chinese situational teaching in middle school, we call attention and favor to avoid blind, in order to better guide the Chinese teaching of middle school. The study of Chinese situational teaching in middle school is divided into five chapters.The first chapter "Introduction" is mainly on the situational teaching and Chinese situational teaching in middle school to do a review, as well as to its research value analysis. Based on this topic, research status, research method, research significance, research results and other five aspects, this paper discusses the basis of lay.The second chapter "related concepts are explained of situational teaching in middle school", bases on theory resources mining of situational teaching in middle school, explains related concepts, the long easily-confused conceptions such as" Li Jilin in primary school Chinese situational teaching ","context teaching","situational teaching"" scene teaching" distinguish, to clear the true connotation of situational teaching and Chinese situational teaching in middle school.The third chapter " Present situation and the problems of Chinese situational in middle school " mainly adopts questionnaire survey on the status of its understanding and grasp, using data aggregated chart showing the way, from the concept, methods, lack of single resource space three aspects carries on the description. At the same time, combined with the failure of classroom case, in the Chinese situational teaching in middle school, the humanities and instrumental coordination, the performance of teaching, experiential teaching, audio-visual teaching problems in classification introduced.The fourth chapter " The strategies of Chinese situational teaching in middle school" first class from microcosmic proceed with, for each category of easy problems, configuration corresponding to the case as well as the simple evaluation, to find an effective way to solve the problem. The second is from the operational point of view, joined the situational teaching resources and mining operations designed to two chapters, conveniently situated teaching in the middle school language teaching promotion.The three section is to focus on the teaching of Chinese internal logical thinking and overall advance, finally from the language teaching external discourse starting, the introduction of American Chinese teaching in some cases, analysis its implication of the situational teaching philosophy, in the domestic and the language teaching comparison reference and innovation.The fifth chapter "The limitations of Chinese situational teaching in middle school mainly asks four questions:(1) the high requirements of teachers (2) have a "stage theory","added a sense of mark (3) lacking unified standards for the selection of texts (4) mere slogan, lack of action. This chapter is set to undertake the first four chapters t, made a brief summary, aims to inspire the teachers engaged in teaching Chinese scholars, objective and comprehensive view of Chinese situational teaching in middle school, can be more aware of study of Chinese situational teaching in middle school, has a heavy burden and embark on a long road...