A Practical Study Of The Use Of Situational Teaching In Senior Middle School Chemistry

In 2018,the Ministry of Education issued a new curriculum standard for senior high school,in which it was proposed to take “fostering virtue through education”and focus on developing the Key Competencies of students.As a result,the situational teaching should be normalized and is going to be the mainstream teaching methods.Through the questionnaire survey and interviews with experts,the author finds that most teachers never or seldom use situational teaching in the teaching process.Some of them are unfamiliar with it;some think that it is difficult to find proper teaching material for it,while others have the concern that it will affect the teaching schedule.In consequence,even if it is acknowledged that better classroom atmosphere will be created while using the situational teaching,they seldom use it.Contrarily,most of the students are full of affirmation and expectation for situational teaching.They believe that the situational teaching can effectively reduce the difficulty of learning,and can feel the fun of learning,which is also helpful for the improvement of school record.In this case,the author investigates and analyzes the relevant literature,and finds that the works of situational teaching can be roughly divided into three categories: theoretical analysis of situational teaching,research on the collection and efficiency of situational teaching material and strategy research on the use of situational teaching in different knowledge systems.However,all these researches have some limitations,especially the research on the overall use of situational teaching.Most of them are theoretical researches,which lack feasibility and practicality.Combining my own teaching experience and a series of research,I have designed a set of basic procedures for the situational teaching in chemistry,including three main parts and eight steps.The first part is to collect teaching material,which is made up of textbook,new high school curriculum standards and living experience.The second part is to select teaching materials according to the curriculum standards,the key and difficult points and the actual situation.The last part is to create the real situation,including major situation and minor situation.Based on the above method,this work provides two real cases for reference.After using and disseminating this method,it is found that the teachers who have used this method basically agree with this method and the students are satisfied with the classroom teaching.Therefore,this method is helpful for teachers to prepare chemistry situational teaching.