Research On The Design Of Classroom Situation Teaching In Primary And Secondary Schools

The development and reform of education and teaching are closely related to the development and progress of society.With the appeal of the new curriculum reform and the transformation of society’s demand for talents,simply possessing a certain level of knowledge and skills can no longer fully meet the needs of society.This requires the school education system to pay attention to the development of students’ overall quality when cultivating talents.Developing their inquiry spirit,innovation ability,cooperation spirit and imagination ability in the primary and secondary schools of students can lay a good foundation for their lifelong development.Situational teaching,as a kind of teaching method full of vitality,helps students to develop in an all-round way.In recent years,domestic situational education is in full swing,and research on situational teaching emerges in an endless stream.However,it is more about teacher’s teaching experience,and the lack of systematic research on situational teaching has led to a loss of understanding of how to implement contextual teaching.This in turn influences the implementation of contextual teaching.Therefore,this article takes the situational teaching in primary and secondary schools as an example,and combines classroom teaching practice to further interpret situational teaching,thus helping teachers to understand situational teaching more profoundly,improve teaching skills,and improve the effect of situational teaching.In this paper,the status quo of the situational teaching in primary and secondary schools and the problems existing in the implementation are investigated and analyzed mainly through classroom observation and questionnaire survey.Through analysis,we have learned that there are four main factors that influence the effect of situational teaching in teaching: the lack of integration of teaching,the lack of classroom love and lack of circumstances;the teacher creates a situation at will,and deviates from the teaching goal;the combination of “emotion” and “environmental” is inappropriate and misinterprets the text.Affection and over-reliance on educational technology,weakening student autonomy.The main reasons for these problems are the limited theoretical level of the teachers themselves,the limitation of the development of situational teaching,and the misunderstanding of situational teaching on ideological concepts.The negative impact of student evaluation systems and the constraints of exam-oriented education are also important factors in limiting situational teaching.Based on the analysis of classroom teaching practice,three aspects of the teacher,student,and school of the school education system are considered,and the measures for improving the situational teaching are given.These include changing the teaching concept of the teacher as the main force,creating the teaching situation with the student as the main body,and developing the situational curriculum with the school as the leading factor.Among them,students are mainly responsible for creating teaching situations.Specifically,five strategies are proposed: use of story contexts to assist teaching and development;placement in life situations to stimulate desire for participation;setting problem situations to evoke desire for knowledge;role-playing to simulate real life situations;Technology broadens the teaching path.