Research On The Creation Of High School Classical Chinese Teaching Situation Based On The Theory Of Situational Cognition

As a carrier of traditional Chinese culture,the teaching of literary texts occupies an important place in language education,with the mission of passing on the best traditional Chinese culture and spiritual concepts.However,the current situation in the teaching of literary texts in high schools is not optimistic.Due to the rigidity of the teaching mode and teaching methods,students are intimidated by the learning of literary texts,making it difficult to achieve the expected results.Poor teaching results and lack of interest on the part of students are shackling the implementation of core language literacy.The teaching of literary texts is constantly exploring innovative paths as the teaching philosophy is updated and curriculum reform is promoted.How to improve the lecture style of language teaching,which is mainly filled with teachers,and how to find teaching models and strategies that can effectively improve the effectiveness of language teaching and implement the core literacy of secondary school students,are the questions of thinking about the new development path of language teaching nowadays.Contextual cognitive theory provides a new perspective for scholars and front-line teachers to explore the reform of teaching and learning in literary languages,which is in line with the task-oriented features of the curriculum.Therefore,based on the perspective of contextual cognitive theory,this paper investigates the creation of a context for teaching high school literary texts,with a view to transforming the form of literary teaching through a broadened research horizon,in an attempt to help teaching practice and bring vitality to literary teaching.This study consists of five chapters.The first introductory chapter introduces the reason for choosing the topic and the significance of the study,reviews the research results of contextual cognitive theory at home and abroad,the current situation of research on context creation,and after clarifying the research ideas,explores the strategies for creating context in high school literary teaching through the methods of literature analysis and case study.The second chapter gives an overview of contextual cognitive theory.By combing through domestic and international literature,it summarises that the ideological origins of contextual cognitive theory are mainly in philosophy and psychology,and characterises contextual cognitive theory as contextual,interactive and dynamic cognition.Chapter 3 analyses the feasibility and necessity of creating contexts for teaching literary languages based on the contextual cognitive theory,firstly exploring the feasibility of creating contexts in teaching literary languages from three dimensions:the requirements of the curriculum,the genre characteristics of literary languages,and the demands of students’ comprehensive development.The second chapter analyses the value of creating contexts based on contextual cognitive theory,and summarises the problems and reasons for the creation of contexts in high school literary teaching.Chapter 4 discusses the quality standards for the creation of high school literary contexts from the perspective of contextual cognitive theory,and the author discusses the quality standards for the creation of high school literary contexts from three dimensions: the purpose of creating the contexts is relevant and authentic,the process of using the contexts is penetrating and driving,and the effects of using the contexts are necessary and exploratory.Chapter 5 focuses on the creation strategies of high school literary teaching contexts based on the contextual cognitive theory,firstly refining the types of high school literary teaching contexts.