The Research About The Chinese Situational Teaching Using In Hohhot New Area Primary School

In the background of the new curriculum reform, teachers need betterteaching method extricate themselves from the heavy, boring teachingworks, students need better ways of learning and teaching more efficient.Situational teaching is paid attention again. The author is engaged inprimary school on Chinese teaching, discovered that the situationalteaching is a reform to adapt to the trend, with excellent teaching modecharacteristics of psychological development of students and method. Hopethat through the current situation of the use of the new city survey ofprimary school language teaching, find the better way to advantagesituational teaching.The main research method of this thesis is the observation method,action research method and survey method. The author visited five primaryschools in the New Area in Hohhot. More than50teachers and400students were polled. According to the train of thought askquestions---analysis questions—solve the questions, the paper is dividedinto five parts to elaborate the process of investigation and research resultsof this investigation.The first part: introduction, describes the research background andsignificance of the study, introduces related research both China and abroad,the ideas and methods in this study, finally has made the basic concepts inthis study defined. The author engaged in teaching work, for great interestin situational teaching method, hope specific optimization method ofsituational teaching is found through the investigation, and thus a surveyHohhot city primary school Chinese teaching current situation of the use ofideas. Conclusion this study concluded that innovation in theory cansupplement the existing situational teaching and the situational education theory; in practice to guide the local primary school Chinese teachers usethe situational teaching method. The domestic and foreign research onsituational teaching is very extensive and in-depth, relates to every field ofsituational teaching, Master Li Jilin use the whole life to study thesituational teaching in practice, made important contribution to thedevelopment of our country’s situational teaching, but specific to the use ofteaching primary school situated in an area there is not more research, thisis an exploration of the study. The basic concepts in the research on thedevelopment process of situated teaching theory to define, situated teachingto primary school Chinese teaching situation, and then to the situationaleducation; from abroad foreign language teaching method, to form theirown unique teaching mode, to improving the theory, the theory of situatedteaching gradually developed. Based on the situated teaching theory as thefoundation, the main idea of constructivism and cognitive under theguidance of the collection of data, analysis, constitute the basic frameworkof the study.The second part: an overview of the New Area primary schoolChinese teaching application. The collation and analysis of data throughsurveys, interviews that through action research, practical lesson into classanalysis using the characteristics of the local primary school languageteaching, to have a preliminary understanding of the primary schoollanguage teaching.The third part: the presence of the situational teaching of Chineseprimary school in the new urban problems. The process of teacher ofsituational teaching in the lack of theoretical guidance, the lack oftheoretical study, situational teaching is not a system, can not play its dueadvantages. In addition, in situation creating situation not cadA, goalsetting single, weakened the situational teaching vitality. Teachers’ lack ofawareness of creation, the classroom is not exciting enough.The fourth part: analysis of the causes of problems by using primaryschool Chinese teaching in the new city. In view of the above questions, each question reason analysis. Teacher learning new knowledge and lack ofawareness, lack of situated teaching theory, teaching can not lead to thesystematic use of situational teaching methods; teachers focus on studentsis not enough, can not understand the needs of the students and thestudents’ original knowledge experience, combined with the research onteaching material is not in place, leading to the situation teachingpresentation form selection. In addition, teachers lack of innovation ability,can’t find his new method will lead to new ideas, teaching remain stagnant.The fifth part: the countermeasures to optimize the use of primaryschool Chinese teaching. In view of the above reason, countermeasures tooptimize the use of primary school language situational teaching are: theeducational authorities to strengthen the propaganda, to guide the variousreform ideas, and actively organize the training of teachers, enhance theprofessional level of teachers; teachers should establish the correct view ofthe students, with students as the center, the creation of a specific situation;teachers should carefully read the text, the correct choice situationalteaching presentation. In addition to the innovation, the author puts forwardhis own ideas, situational classroom construction of multi dimension, multisensory stimulation to stimulate students interest in learning.The sixth part: the experience and deficiency in the research. Throughthis study, let me aware of their deficiencies in the aspect of professionalknowledge, research methods for the unskilled, data control problems, hopeto constantly honed and perfected in the practice of education in the future.