Application Of Situational Learning Theory In The Teaching Of Chinese Classical Reading

Situational Learning Theory(the following is abbreviated as “SLT”)is a kind of learning theory,born on reflecting on traditional school education.The the research object has changed from single teacher-dominated learning to student-centered interactive and autonomous learning;the emphasis of the theory shifts from individual thinking and its isolated mind to cognitive meaning and its sociality.SLT not only makes a major breakthrough in theoretical research,but also the specific teaching models and strategies under its guidance contribute significant guiding value for teaching practice.The application of it into Chinese classical reading in junior high school could create vivid and interesting learning environment,and lay a solid foundation for theoretical and ideological for transferring traditional teacher-dominated teaching mode.At the same time,it can motivate students and promote the efficiency teaching of Chinese reading in classroom.This article consists of four chapter.The first chapter mainly discusses the practical value of this topic and defines the keywords in this dissertation.Besides,the research contents,purposes and methods are discussed,and the research results and practices of relevant literature domestic and abroad are combed.As for chapter two,the analysis of the edited version of Chinese textbooks used in junior middle school is combined with the specific teaching model and teaching strategies under the guidance of the relevant core points of SLT.Then the components,main goals,tasks and main ideas and specific requirements are refined when the SLT is applied into the teaching of Chinese classical reading.Regarding the third chapter,the author investigates the current situation of applying the SLT into the teaching of Chinese reading in four junior high school.Based on it,the obstacles and reasons appeared are analyzed and the current situation is as follows: teachers lack clear understanding of SLT,and they are not familiar with the specific teaching models and strategies;at the same time,they are lack of considering the corresponding application requirements.In practice,the application of SLT to the teaching of classical Chinese reading involves few teaching links and the method is single,which couldn't satisfy the requirements of students.The reasons for these situations can be summarized as follows: from the perspective of teachers,they are lack of relevant awareness,ideas,and knowledge for creating classical Chinese learning situations.And it is also insufficient for them to possess awareness and ability of coordinating the utterance of teaching models and teaching strategies as well as the creation of learning situations text under the guidance of SLT as well as students' actual learning needs.From the aspects of students,they lack a proactive learning attitude in using situations and the awareness and ability to learn in situations.In chapter four,based on the above analysis of the current situation and reasons for the application of SLT in the teaching of Chinese classical reading in junior high school,the author combines it with the core viewpoints of SLT and the specific teaching models and strategies.The order of concrete teaching links are as follows: comprehensive use of context the core ideas of learning theory,creating real and interesting learning situations;comprehensively apply the teaching mode and strategy based on the contextual learning theory,and carry out a variety of contextual activities,and extend the contextual learning theory to the after-school links,etc.,to establish three implementation strategies for the task consolidation of classical Chinese learning after class.The concluding part summarizes the previous content,reflects limitations,and clarifies the future research direction.