A Study On The Application Of Situational Teaching Of Chinese Reading In Primary Schools

The content structure of primary school Chinese textbooks mainly includes five aspects:reading and writing,reading,writing,oral communication,and practice comprehension.Among them,from the perspective of the space occupied and the required class hours,reading teaching has shown an important position,and the level of students' Chinese ability is closely related to the reading teaching received in the school learning process.Nowadays,the teaching of almost all subjects uses the situational teaching method to a greater or lesser extent,and it is even more common for primary school Chinese teachers to use this teaching method when teaching reading classes.Through the creation of well-prepared and appropriate situations in the teaching process,it can arouse students' curiosity,promote students to actively perceive texts,and stimulate emotional experience.Compared with the traditional teaching method,the most significant difference between the situational teaching method is that the former attaches great importance to the main body status of students,physical and mental health development,etc.,which helps to promote the comprehensive realization of the goals of primary school Chinese teaching.In the process of application,teachers have fallen into many misunderstandings,such as:one-sided understanding of the teaching method,narrow understanding,abuse,etc.This study shows the characteristics,specific creation requirements,specific requirements,Using the status quo combined with data and cases to analyze,find out the problems,seek the reasons,and provide optimization strategies for the application of situational teaching method in primary school Chinese reading teaching.In this process,the value of situational teaching method is affirmed,which helps to stimulate students' interest,emotional experience,increase teacher-student interaction,and improve teaching effect.At the same time,it summarizes the problems revealed in the application of the situational teaching method:teachers have a low degree of mastery of the situational teaching method;the creative environment is single and boring;over-reliance on multimedia,the situation is overflowing;ignoring the life situation,out of reality.I contacted the data of the questionnaire survey and the interview records,deeply analyzed the reasons for the formation of the problem,and concluded the following five points:teachers lack the theoretical knowledge reserve of situational teaching,low understanding of teaching content,lack of understanding of students' situation,scattered teaching resources and scores,the dual pressure of teaching tasks.The last part of this paper,from the perspective of improving the effect of situational teaching method in practical application,combines teaching cases,classroom observation and other methods,and finally gives specific suggestions from four levels.On the first floor,students are the main body and the environment is set by learning.Respect the student's dominant position,and create a situation that is not only in line with the characteristics of the students,but also related to their daily life.The second layer is based on the text and sets the environment with points.Teaching is centered on teaching materials,and finding places in the text that can stimulate students' interest,emotional experience,and transfer of knowledge and skills to create a situation.The third layer is to optimize the use of multimedia and flexibly create situations.The daily use of multimedia is frequent.Teachers must use text as the basis,and flexibly change the form of multimedia according to the classroom situation.In addition,the important role of language description cannot be ignored.The fourth layer is coordination in various aspects to improve the conditions for creating the environment.Teachers should have the spirit of learning and living until old age,schools should give full play to their organizational role,and strengthen communication between families,communities and schools to provide possibilities for the development of new teaching resources.