| With the continuous reform and innovation of education in China and the influence of the concept by Geography Curriculum Standards,many educators have been paying more and more attention to cultivating students' learning interest,learning ability,innovation consciousness and practical ability.Situational teaching is regarded as one of the most effective teaching methods,as only by combining both knowledge and skills in specific situations can it be easier for students to actively think,positively participate in classroom learning and complete the real meaning construction.Therefore,more and more teachers have also been trying to use situational teaching in their teaching process.However,most teachers have been lacking in theoretical research on situational teaching,and they have created certain situations mostly based on the communication with peers and their own experience so that what have been created are too conventional and single.Through high-quality teaching videos and personal teaching practice,the author finally confirmed that the situational teaching used in junior high school geography class should run through all aspects of classroom teaching,which is of great positive significance to stimulate students' interest,maintain their attention and deeply understand their emotions.This thesis studies the subject through a series of methods,including literature research,observation,experiment,interview,questionnaire survey and inductive analysis,etc.The first part mainly includes Chapter I and Chapter II,which puts forward the research background,research significance,research content and research ideas of this thesis.Also,abundant data is collected through making references in the library,including papers,journals,books,etc.,which deepens the understanding of relevant concepts and theories such as situational teaching and classroom teaching,and also analyzes the research status of situational teaching in China and foreign countries.The second part mainly includes Chapter III and Chapter IV,which mainly divides 10 high-quality teaching videos into four sections,including classroom lead-in,questioning and guiding,inquiry and thinking and ending.The author coded the situational teaching fragments involved in each section,made observation records of the teaching contents and made preliminary exploration on the types of situations created by junior high school geography class,including multimedia situation,physical situation,experience situation,competition situation,chapter story situation,material situation,language situation,game situation,experiment situation,role-playing situation,practice situation,poetry situation and creation situation.The specific implementation strategies for different teaching links in the classroom are summarized as follows.(1)The video situation in the multimedia situation is the most frequently implemented link in the classroom,followed by chapter story situation,but what can make students most attracted is the experience situation.(2)Most teachers use a variety of rich materials combined with vivid language descriptions and enlightening question-and-answer modes to guide students to think.Therefore,the question-and-answer mode is mainly a complex question-and-answer one,and students can answer accurately after thinking for a while.On this basis,it is necessary to add more appropriate experiments,role-playing and games to stimulate students to actively participate in classroom teaching.(3)The forms of students' activities are made much emphasis on in the exploration and thinking situation.Most teachers adopt group discussion and demonstration on the platform by group representatives,which can better mobilize students' eyes,ears,mouth,hands and brain to complete meaningful construction.(4)At the end of the class,language situations are mainly implemented in summary.According to different summary contents,teachers will add other situations to supplement to complete the consolidation of knowledge,sublimation of emotion and guidance of values.Then,the teaching strategies proposed in each link are applied to teaching experiments.The two classes taught by myself were chosen as the research objects,and the teaching materials,teaching progress and exercises were kept the same.However,the traditional teaching method or the combination of simple situation teaching method was adopted in the control class,while a variety of situations were created in the experimental class through different aspects of classroom teaching.Finally,whether the teaching evaluation feedback results such as final grade,classroom observation,questionnaire,student interviews,etc.were effective should be tested,which proved that the implementation of situational teaching in junior high school geography class in different teaching links in the classroom can not only improve the learning results and interest,but also change the students' learning state in the classroom,stimulate students to actively and positively participate in classroom teaching,enhance students' emotion,improve language expression ability,obtain sense of achievement and happiness,and establish correct values and learning views for geography class.The third part includes Chapters V and Chapter VI,which mainly puts forward three teaching suggestions based on teaching videos and personal practice.(1)Create a situation that keeps pace with the times.Teachers cannot stop and need to understand new knowledge,new technology and constantly changing and updated students.(2)Create a "real" situation.Only by creating a real situation can students really "play" their roles positively.(3)Create multi-link situations.It is not beneficial to emphasize more situations.Different teaching links in the class have different characteristics,and so does the situation.Eventually,the author reviewed the research process of this thesis,reflected on the existing problems and deficiencies,and make expectation on the long-term exploration of the implementation of situational teaching in junior high school geography class through different teaching links. |
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