A Study On Effective Strategies To Problems Of Situational Instruction Of Chinese Language At Elementary Schools

Situational teaching theory as a new methodology is somewhat a breakthrough in the field of Chinese language instruction. Unlike traditional teaching, students are placed in the concrete and intuitive contexts, which can affect students’ development. The effect contexts can stimulate students ’ learning interest and their emotions because situational instruction are in line with laws of psychological development of children, so majority of the teachers and students like it.With the widespread use of situational teaching, some problems such as ineffectiveness due to misunderstanding are followed.This paper aims to find the real problems in the classroom instruction of Chinese language at elementary schools and their causes, afterwards the solutions to them are found. It adopts research methods of literature, case study and observation. This thesis are composed of five chapters.The first chapter introduces the background and put forward problems, it also define the concept of situational teaching. Critical reviews are made, which are based on research literature collected about situational instruction.Main research methods and procedures are clarified.Chapter two analyzes cognition theory and constructivism theory, which are viewed as the foundations of situational instruction. Good situational teaching are vivid, interesting,related to life, emotional and problematic. Four types of teaching situation are classified, they are respectively real situation, virtual situation, artistic situation, problematic situation.In the third chapter, three types of problems are found through methods of classroom observation, students and teacher interviewing. The current situational instruction are random,excessive dependence on technology and empty of academic stand.Lack of theoretical literacy and motivation, the limits of educational administration are the main reasons.In the fourth chapter, instructional cases are analyzed,which are recorded during classroom observation at the elementary schools.The fifth chapter puts forward the effective strategies to the problems in the Chinese language instruction at the elementary schools.