An Empirical Study On The Application Of "Flow Experience" In Primary School Chinese Situational Teaching

With the steady implementation of curriculum reform,Situational Teaching is being continuously promoted to use in the Chinese reading instruction of primary school.Situational teaching effectively combines students' cognitive activities with emotional activities by creating real situations that are in line with the psychological characteristics of primary school students and close to the reality of life,greatly improves the quality of the reading instruction and promotes the development of students' comprehensive qualities.However,in the practice of daily situational teaching,it is found that the simple use of pictures,audios,role playing is only in the form of appreciation and performance,which has no substantial effect on the guidance of students' learning interest and the stimulation of emotions.In order to present the depth and effect of the class,a deep question situation was created,but most students were unable to answer.The classroom,which was seemingly lively,was actually only attended by top students,and the overall acceptance of students was not good.In order to solve the above problems,we adopt an empirical study and introduce the concept of flow experience as the center.By designing two different teaching scheme(traditional teaching plan and "flow experience" plans)comparing experiments,collecting students' self-feedback questionnaire on class performance,and some of the the students who participated in the experiment were interviewed at the same time,to observe whether students get flow experience and the intensity of flow experience in different experimental environments,then compare the "flow experience " feeling high students get a better effect of reading.In this paper,we use multiple regression analysis in path analysis to validate the research model and hypotheses.After the analysis,our study demonstrates that it is effective to apply the concept of flow experience in situational teaching classes.This study demonstrates that,(1)Clear objectives,timely feedback and challenge and skill balance have direct and significant positive effects on flow experience.(2)The flow experience,which shows the integration of knowledge and practice,the change of time sense and the courage to challenge, has a direct and significant positive effect on the reading level.This shows that,the teaching situation created by combining the theory of flow experience in the situational teaching class can keep the students' learning experience in an optimal state.,greatly improve the classroom teaching efficiency and promote the development of students' comprehensive accomplishment.This will provide useful reference for the effective development of primary school reading instruction in the future.