Research On The Teaching Strategy Of High Level Writing In Primary School From The Perspective Of Situational Education ——Take The Second Affiliated Primary School Of Nantong Normal School As An Example

The theory of Chinese situational education was first put forward by Li Jilin.He believes that adopting situational teaching in Chinese teaching can guide students to create corresponding learning situations according to the image basis,so as to effectively improve students’ learning emotion.Situational education theory has gone deep into the process of Chinese education and is also widely used in the teaching of middle and high-level writing in primary schools.By creating corresponding teaching situations,guide students to have a strong interest in writing class,help students fully express their emotions and improve students’ writing level.However,there are still many problems in the actual middle and high-level writing teaching in primary schools.Through questionnaires,literature review and other means,understand the problems and causes of situational education in the middle and high-level writing teaching in primary schools,and try to find corresponding countermeasures combined with personal teaching experience,in order to improve the efficiency of middle and high-level writing teaching in primary schools,Further improving the educational value of situational education has a certain reference significance for the middle and high-level writing teaching of primary school Chinese teachers.Through literature review,questionnaire,case analysis,classroom observation and other research methods,this paper makes an in-depth analysis of the current situation of writing teaching in the middle and high levels of primary school from the perspective of situational education.The research is divided into six parts: the first part is the introduction,which mainly analyzes the research background,research significance,research status and research methods of the subject;The second part is to analyze the theoretical basis of situational teaching in middle and high-level composition teaching in primary school,mainly including situational education theory,Situational Cognition and learning theory and situational composition teaching;The third part analyzes the application status of situational teaching in middle and high-level composition teaching in primary school,and analyzes the existing problems and reasons according to the relevant data obtained from the questionnaire and case analysis method;The fourth part is based on the analysis of the problems and reasons existing in the application of situational teaching in middle and high-level composition teaching in primary school,and puts forward corresponding improvement measures,which can be improved from four aspects:（1）teachers change their ideas,learn corresponding theoretical knowledge and improve teachers’ teaching ability,（2）pay attention to teaching objectives,create teaching situations and improve situational teaching efficiency,（3）Focus on learning situation analysis,optimize situational teaching,constantly analyze the reasons in teaching,and constantly change situational teaching methods,（4）enrich situational creation,seriously reflect and summarize,and seriously summarize and reflect in situational teaching,so as to further improve the teaching efficiency of situational writing teaching;The fifth part is based on the collected application cases of middle and high-level writing teaching in primary schools,which is mainly divided into three types of articles:（1）landscape composition（2）narrative composition（3）human composition.The last part is the conclusion,which summarizes the full text and prospects the future of this research topic.