Research On The Teaching Of Unified Edition Of Chinese Revolutionary Traditional Works In Junior Middle School Based On Situational Theory

Revolutionary traditional works occupy a large proportion in the unified edition of junior middle school Chinese textbooks,and are one of the important research topics in the current Chinese discipline.Revolutionary traditional works have very important educational value and practical significance.On the one hand,revolutionary traditional works are the concrete embodiment of the excellent revolutionary tradition of the Chinese nation and have rich humanistic connotation.On the other hand,revolutionary traditional works can cultivate students’ spiritual world,help students establish a correct outlook on life,values and world outlook,and improve their ideological and moral cultivation.Therefore,paying attention to the teaching of revolutionary traditional works can not only inherit and carry forward the excellent revolutionary tradition of China,but also be of great benefit to the personal growth and development of students.At present,most Chinese teachers use situational theory to teach the unified edition of Chinese revolutionary traditional works in junior middle school,but the teaching effect is still not ideal.Through the investigation of front-line teaching,this paper finds that there are the following problems when teachers use situational theory to teach revolutionary traditional works: lack of systematic understanding of situational theory;The separation of situation from the teaching of revolutionary traditional works;Pay attention to the creation of situation and ignore the acceptance of students;Pay attention to emotional rendering and lack of rational cognition.When students study revolutionary traditional works,they mainly have four problems: insufficient interest in revolutionary traditional works,insufficient reserve of revolutionary historical knowledge,insufficient internal driving force in the study of revolutionary traditional works and paying too much attention to examination and evaluation.In order to improve the current teaching situation of the unified edition of junior middle school Chinese revolutionary traditional works,this paper takes the situation theory as the theoretical basis,constructs the teaching strategy system of revolutionary traditional works from three aspects of "initial situation,process situation and ending situation",and analyzes the implementation effect of the teaching strategy combined with the teaching practice of revolutionary traditional works during the internship.The specific implementation strategies are: create the initial situation and integrate the teaching objectives;Pay attention to the process situation and infiltrate the teaching content;Complete the closing situation and improve the migration ability.Based on the situation theory,the unified edition of the teaching strategy of junior middle school Chinese revolutionary traditional works constructed in this paper will help the interaction between teaching and learning of revolutionary traditional works,realize the inheritance of students’ revolutionary spirit in revolutionary traditional works,improve the transfer ability of students’ learning of revolutionary traditional works to a certain extent,implement the teaching value of revolutionary traditional works,and improve students’ Chinese literacy.