Application Of Situational Teaching Method In Chinese Reading Teaching In Junior Middle School

Junior middle school Chinese reading advocates cultivating students' cooperative learning ability.The emergence of situational teaching method is of great value in activating the classroom atmosphere,improving students' initiative and building a new relationship between teachers and students.Compared with other situational teaching methods,situational teaching method is more consistent with Chinese Reading Teaching in junior middle school,and can better improve the shortcomings existing in reading classroom.Situational teaching method can not only enrich the form of Chinese reading classroom,but also create an interesting and relaxed classroom learning atmosphere for teachers and students and help students master more knowledge.This article mainly uses the literature research method,the questionnaire survey method,the interview method,the case analysis method and the observation method,from the teacher,the student aspect,in-depth understanding Altay Prefecture Middle School Chinese reading teaching situation teaching method utilization present situation.Statistical Analysis of survey results,the author finds the following problems in the teaching of Chinese reading: The lack of instruction in teaching theory,the dependence of the means of creating the situation on multimedia technology,the insufficient design of the link of the situation teaching,the lack of training in the situation teaching,the lack of pertinence in the situation teaching evaluation,the insufficiency of the reserve of the students' situation knowledge,the weakness of the foundation of reading,the difference of the students' behavior habits.In view of the above question,this article proposed the corresponding strategy from two aspects:Teacher level: Extensive reading of situational teaching books;Enrich the means of creating reading situations;Improve the situational teaching system of reading;Attach importance to situational teaching and training of reading;Adopt a variety of situational teaching evaluation methods.Student level: enrich students' situational knowledge reserve;Stimulate students' interest in reading;Cultivate students' reading habits.