Research On The Teaching Of Situational Composition In Senior Grade For Teaching Chinese Practice In Primary Schools

In the 1980 s,Li Jilin put forward the theory of Chinese situational teaching,believing that situational teaching was a teaching mode that made full use of images,created typical scenes,stimulated students' learning emotions,and combined cognitive activities with emotional activities.The application of situational teaching theory to composition teaching could enhance the fun of the classroom,helped students express their true feelings,and effectively improved the traditional composition teaching classroom such as classroom attractiveness,false composition and other problems.But in the real teaching,there exist many problems in high-grade in primary schools' situation of composition teaching,by studying the problems that exist in the actual teaching process and the causes of the problems,the author tries to find relevant countermeasures to improve the efficiency and effect of the elementary school higher grades situation of composition teaching,further reflects the situation of composition teaching application value and significance,so on situation of composition teaching in primary school Chinese teachers can get more inspiration and reference.On the basis of the existing research,the author carries out the analysis and research by means of literature analysis,questionnaire survey,interview and case analysis.Firstly,by studying Jilin Li's situational teaching theory,situational cognition and learning theory,constructivism learning theory and other theoretical literature,this paper clarifies relevant concepts,theories and characteristics of situational composition teaching in senior primary school.At the same time,the author classifies situational composition teaching according to relevant materials: according to the means of situational creation,the situation is divided into seven categories: life display situation,real object demonstration situation,picture reproduction situation,music rendering situation,performance experience situation,language description situation and game competition situation.According to whether the situation is real or not,the situation is divided into real situation and virtual situation.To reflect the correlation of two kinds of classification,the paper combines two kinds of classification into two-dimensional coordinate system classification model,by means of creating situation as the abscissa,true or not in situation as the ordinate,this characterization in the model in the two relations,follow-up studies will be using this classification model to explore the characteristics of different types of situation of composition teaching and pay attention to the point.Secondly,the author using interviews and questionnaires,from teachers to the situation of composition teaching of cognition,attitude,application situation and application effect of the four dimensions,find that the elementary school higher grades of the problems existing in the situation of composition teaching,coding and concrete problems,then put the same code under the same coding theme,tabulation,on the basis of the coding analysis,summarizes the problem or situation into a few categories composition style,simplification,one-sided and superficial,from the student actual.Thirdly,the author uses the case analysis method combined with the above classification model to analyze and explain the causes of problems existing in relevant cases.All cases are analyzed with the help of the two-dimensional coordinate system classification model,which combines the theory with the practicality to improve the practical application effect of the research.It is concluded that the causes of situational composition teaching problems are teachers' fixed thinking,lack of theoretical experience,unclear teaching objectives of situational composition,narrow thinking,lack of "true transposition" in situational composition teaching,and disordered guidance.Finally,in view of the causes of the problem,put forward the relevant theoretical countermeasures,such as abandoning the inherent thinking,accumulating theoretical experience,reviewing the teaching objectives,skillfully using "play by the problem",strengthening the perspective-taking thinking,determining the guidelines and so on.In order to improve the implement ability of the countermeasures,in the elaboration of the countermeasures,different cases are also provided for different situations,and the classification model is used for analysis.In order to make front-line teachers have a more intuitive and complete understanding of the overall implementation of situational composition teaching,combined with the previous content to summarize and analyze the classroom records of situational composition teaching of two special-grade teachers in senior grade primary schools for reference.