Research On The Optimization Of Situational Teaching Strategies For Chinese In The Lower Grades Of Primary Schools

With the continuous development of the new curriculum reform,teachers and students are required to keep pace with the times.In teaching,teachers should fully mobilize students' initiative,participation and enthusiasm in learning.Students' learning ability and all-round development should be given top priority,which requires teachers to guide and inspire students in an all-round way,attach importance to situational teaching in teaching,and carry out vivid teaching activities based on learning situation.The aim is to help students have a profound understanding of what they have learned through diversified teaching activities.In this paper,through investigation,interview,classroom observation and case analysis,the optimization of situational Chinese teaching strategies for the lower grades of X primary school in donghe district has been studied.This paper discusses and analyzes the following five aspects: introduction(background of the topic,significance of the research,comments of senior scholars,definition and theoretical basis of research methods and related concepts),current situation and existing problems of situational teaching strategy optimization for primary school junior Chinese,reasons for the existing problems,optimization measures of situational teaching strategy for primary school junior Chinese,and optimization cases and reflections of situational teaching strategy.Through investigation and analysis,this paper finds that the key problem in optimizing the teaching of situational teaching strategies for the lower grades of primary schools lies in the deviation of some teachers' understanding of the relevant contents of situational teaching,such as the purpose of situational teaching,how to optimizethe situational teaching strategies,and the inability to consciously apply the relevant theories of situational teaching to guide teaching practice.Instead,empirical teaching alone has not formed a complete,scientific and systematic set of situational teaching theories and teaching modes.Therefore,in situational teaching,teachers have formed narrow thinking in preparing lessons,focusing only on teaching reference instead of teaching materials,lacking awareness of method optimization,creating a single teaching situation,inappropriate thinking in dealing with the relationship between "emotion" and "environment",neglecting the process of teachers and students creating situations and students' since the enlightenment,etc.In view of the existing problems,this paper puts forward the corresponding optimization measures of situational teaching strategies to solve the related problems.First,it is suggested that schools should strengthen the theoretical study of teachers' situational teaching,and at the same time it is suggested that schools provide teachers with a platform for learning and exchanging situational teaching optimization.The second is to suggest teachers to use teaching reference correctly,select and create teaching situations reasonably and carefully,and strengthen the awareness of situation optimization.Thirdly,teachers are advised to study the text carefully and use various methods to create situations so as to stimulate students' emotions.At the same time,teachers should understand the level of students' knowledge and reasonably design the situation of students' learning activities.After taking the optimization measures of situational teaching,this paper reflects on whether or to what extent it can play a corresponding role in specific teaching through specific teaching cases.At last,the conclusion is that although teachers have optimized the situational teaching,created the keynote situation suitable for teaching materials and texts,and achieved the corresponding expected effect,in the overalloptimization of the situational design in the process of situational teaching,the relevant unsatisfactory factors are excluded.The optimization measures and suggestions of situational teaching put forward in this paper are still separated from the actual teaching,which need to be supplemented and improved continuously.However,in each class related to specific teaching,teachers are required to select an optimal method that is most suitable for each text from many situational design methods and apply it flexibly.The greatest hope of this study is to provide useful enlightenment and reference for the Chinese teachers in the lower grades of primary schools to effectively promote situational teaching.