Experimental Comparative Study Of Situation Pedagogy And Traditional Pedagogy

Situational Approach is a multi-language teaching methods and is particularly widespread in teaching foreign language. It is rise in the 20 th century 20 s to 30 s. It attaches importance to the oral teaching, to the sentence, and to hear, emphasizing situational awareness, advocate the creation of scenarios, through repeated practice and imitate the situation to achieve teaching objectives.The author practiced in the Philippines Confucius Institute at AUF for nine months. Since the foreign language special project of the Confucius Institute that cooperate with the Philippine Department of Education,which called Chinese teaching tasks, I was assigned to a Philippine public high school Don Servillano Platon Memorial National High School to teach. Because of the special program, I was responsible for the supervision and guidance of local teachers and responsible for teaching Chinese language courses to local teachers. Consequently, I not only find some of the advantages of Chinese teaching in the Philippines, but also found some problems of its existence. The advantage is that local teachers can use up a good release classroom instruction and explain some Chinese grammar, help students understand quickly, but also find local teachers to use more traditional methods of teaching native language translation, teaching forms are single and boring. The students lacked of concentration and atmosphere in the classroom, and it is too lazy and so on. Thus, according to the present situation of Chinese teaching in the Philippines, the author made a experiments in the two Mandarin classes to compare the traditional teaching methods and situational teaching methods. In this experiment, teaching method as the only variables to explore and research, and also based on after-school quiz tests and questionnaires data analysis, so as to conclude: through the situational teaching method, students can grasp the content faster and better, the classroom atmosphere are more active, and students have active participation and gain unanimous praise. Meanwhile, after the experiment, the author not only summed up worthwhile places of the experiment but also some of the problems and issues, and based on these merit, which made a reasonable situation teaching design, hope for providing some reference value to the Chinese International Education in the context of primary Comprehensive Course teaching.