The Applied Research Of Situational Teaching Method In Classical Poetry Teaching Of High School

Classical poetry, is the treasure of Chinese culture, connotation is extremely rich. Possess very high proportion in the teaching material in high school, is an important part of Chinese teaching. "Ordinary high school language curriculum standard" in reciting number marked, method of appreciation, understanding from many aspects, such as connotation, the practical application of classical poetry raised specific requirement and target. But in the actual classroom, students learning, teachers’ teaching. The situation is not optimistic. Situational teaching in primary school Chinese teaching reform has been a success. We can draw lessons from successful experiences of applying situation teaching in senior high school classical poetry, change the current teaching situation, it is very worthy of study.Paper USES literature research, case analysis, comparative analysis method, experience method, to explore the application of situational teaching method in high school classical poetry. This paper is divided into four parts chapter three.Thesis begins the introduction part is mainly to the selected topic origin, research status and situation teaching made brief introduction to the concept of. Comprehensive literature and personal point of view, this paper defines situational teaching as a teaching method, the main means to create all sorts of rich scene image and create a particular atmosphere to arouse students’ emotional experience.The first chapter from two aspects: students and teachers in high school period of classical poetry teaching are pointed out. Such as: low interest in learning, passive, monotonous teaching method, role positioning are not allowed to, and so on. Then put forward the method to solve the problem, the introduction of situational teaching method.Then the second chapter puts forward the implementation of the situational teaching method based on constructivism, learning psychology, emotional psychology and field theory as the theoretical basis, with moderation and suitability, development, and the entire combination, historic and reality combining principle for the application, under the request of both guide and expand the situation teaching is effective, implementation and application of the strategy for the next chapter.Third chapter for the paper core chapter, mainly from the Angle of operation three concrete application strategy of situational teaching method. The first audio-visual situation, stimulate interest in learning. Namely, which is based on teaching equipment, audio-visual material as the carrier, presenting an intuitive way, in order to bring students’ visual impact and auditory stimuli, enhanced interest through various channels. Audition situation mainly contains two methods: visual display, reproduce the situation; Using music, rendering context. Second: create activity type situation, change passive learning style. That the teacher must organize activities of various situations, and guide students to actively participate in, thinking. Mainly contains three methods: using performance, integrated into the situation; Poetry is, circumstances; Ask questions and question the situation. Third, create awareness situation, integration of instrumental and humanism. There are two main methods: contact life, appreciate situation; Love reading, situational perception.In practice, and a method is used, several methods can be used at the same time. Is country is different, but it is required to follow the theoretical basis, principles, application strategy is interlinked, available for reference. At the same time, the situational teaching method and other teaching method is not a contradiction, can cooperate with each other, work together.