The Exploration Of Junior Middle School Chinese Situational Teaching With Virtual Reality Technology

Since the 21st century,human society has entered the era of the fourth Industrial Revolution marked by "intelligence".Virtual reality(VR)technology is one of the most representative key technologies under the background of the fourth Industrial Revolution era.Virtual reality technology uses emerging technologies with computer technology as the core to generate a highly simulated dynamic three-dimensional world.Experiencers interact with the virtual simulation environment with the assistance of sensing equipment to obtain a brand new audio-visual and tactile experience different from the two-dimensional world,as if "immersive".At present,virtual reality technology has been widely used in the medical and military fields,and many scholars have also made theoretical and practical research on the application of virtual reality technology in the field of education.Situational teaching is a kind of teaching art that promotes the harmonious development of students’ emotion and cognition.It can transform abstract into concrete,realize the visualization of complex concepts,and arouse students’ interest in learning Chinese.From the current situation of Chinese situational teaching in junior middle school,there are still many development difficulties,which is not conducive to improving teaching efficiency and promoting the improvement of students’ comprehensive literacy.Therefore,the integration of virtual reality technology and situational teaching in junior middle school Chinese has urgent practical significance.Situational teaching based on virtual reality technology is a new teaching ecology of three-dimensional integration of aesthetics,cognition and emotion,which is constructed by teachers according to the teaching needs and by means of virtual reality technology.It has the characteristics of novelty,authenticity,beauty and emotional and intellectual integration.Based on the theory of tower of experience,constructivism and embodied cognition,the application of virtual reality technology in Chinese situational teaching of junior high school students not only conforms to the cognitive law of junior high school students,but also conforms to the characteristics of Chinese subject.The integration of virtual reality technology and junior middle school Chinese situational teaching will also implement personalized teaching;Strengthen emotional education;To promote students’ learning towards life.At present,there are four major problems in Chinese situational teaching in junior middle school:neglect of students,lack of activity in teaching;Lack of learning situation analysis,teaching situation rigid;One-sided emphasis on knowledge,lack of emotional depth;Ignoring the subject characteristics,teaching is just a formality.Based on the existing problems in Chinese situational teaching in junior middle school,teachers should first clarify four principles when using virtual reality technology to optimize Chinese situational teaching:the principle of appropriateness,the principle of fidelity,the principle of growth and the principle of education.On the basis of clear principles,reasonable doubt is set up to optimize the problem situation.Edutainment,depending on the game context;Fit the text,with audio-visual situation;Broaden the space and introduce the living situation.Before entering the problem situation,students can set questions based on the reasonableness and contradiction of the text,and guide them to create their own virtual reality situation and"visualize" their understanding.Set challenging questions in the situation,ask further questions based on students’ understanding,and diverge students’ thinking.The game situation can be flexibly constructed according to students’ psychological characteristics and teaching objectives.Pay attention to the students’ autonomous emotional experience in the game situation,so as to be in harmony with the situation.The audio-visual context should dig deeply into the text content and restore the real scene based on the text;The audiovisual context should return to the text to guide students to feel the charm of language;The living situation should be related to students’ life experience to provide cognitive support for students to acquire new knowledge.By extending the extension of the situation to the future life,students can fully understand the object and adapt to the future life without going out.Finally,close to the characteristics of physical and mental development of junior high school students,with "Three Gorges" as an example of the teaching design.