Li Jilin Primary School Contextual Education Theory And Practice Research

In order to reform the shortcomings of "monotonous,dull and inefficient"traditional Chinese teaching,Li Jilin began the practical exploration and research of situational teaching in 1978,and then continued to reflect and innovate,extended the"situational teaching" to "situational education",and then proposed "situation curriculum" to "situation learning",which built a unique theoretical framework and operating system of context education,made outstanding contributions to contemporary educational teaching theory and educational reform practice in China,and also issued China sound in response to world education reform.This article mainly uses the literature analysis method to study the situational primary school education theory of Li Jilin's.In addition to the introduction,the full text consists of four parts.The first part systematically combs the formation and theoretical basis of Li Jilin's situational education.Specifically it elaborates the background of the formation of Li Jilin's situational education;combs his exploration of situational teaching in its infancy,the development of situational education in the formative period,the development of situational curriculum in the mature period,and the development process of deepening the study of situational learning;Try to trace the theoretical basis of Li Jilin's situational education.It turns out that Li Jilin's contextual education comes directly from foreign language situation teaching The situational teaching method is rooted in the "theories of artistic conception" of the traditional Chinese culture.The philosophical foundation is the Marxist view of human development,and it draws on theories of brain science,psychology,and aesthetics.The second part analyzes the theoretical framework of Li Jilin's situational education,including the basic characteristics of situational education:"formality,affection,meaning,and rationality";the basic principles of situational education:"suggestive induction,emotional drive,role conversion,and psychological field integration";situational education"inducing initiative,strengthening sensibility,focusing on the basic elements of creativity,permeating humanity,and running through practice;the basic model of contextual education,widening educational space,shortening psychological distance,using role effects,and focusing on innovative practice".The third part analyzes the implementation of Li Jilin's situational education operation,including student-centered situational courses,"disciplinary situational courses,thematic situational courses,transitional situational courses,field situational courses";situational education"beautiful as the state,thinking as the core,the relationship as the link,the children's activities The main points of the implementation are "the approach,the surrounding world as the source".The situation creates six ways of "life show,physical demonstration,picture reproduction,music rendering,performance experience,language depiction".The fourth part is based on the analysis of Li Jilin's situational education theory and practice,drawing on the essence of Li Jilin's situational education,clarifying the practical value of situational education and its enlightenment to education and teaching.Situational education should focus on the development of students;focus on emotional stimulation of students,educate people with affection;connect with actual life;pursue the art of beauty in the teaching process;emphasize the cultivation of innovative consciousness and ability;and focus on activities to allow students to participate actively.