Research On The Creation Of Teaching Situation Of Classical Chinese In Primary School Based On Context Theory

Classical Chinese,as one of the important contents of primary school Chinese teaching,is gradually receiving attention.Currently,a total of 14 classical Chinese textbooks have been selected in the Ministry’s edition of primary school Chinese textbooks.With the continuous deepening of the reform of the Chinese language curriculum,the teaching of classical Chinese in primary schools is increasingly valued as a part of basic education.The increase in the number of classical Chinese texts has led to an increase in the problems faced by frontline teachers in their teaching.In addition,the "Chinese Language Curriculum Standards for Compulsory Education(2022 Edition)" has repeatedly proposed the term "context" or context related terms,clearly proposing to enhance the situational and practical nature of curriculum implementation.Situations can to some extent solve problems in classical Chinese teaching.However,the creation of teaching situations in classical Chinese urgently requires more targeted theoretical guidance.This article takes the creation of teaching situations for classical Chinese in primary schools from the perspective of context theory as the research topic,explores the path of creating teaching situations for classical Chinese in primary schools from the perspective of context theory,and analyzes them using real-life classroom records of famous teachers and interviews with frontline teachers as research materials,providing strategies for frontline teachers to create situations in classical Chinese teaching.This study is divided into five parts:The first part is an introduction.This section explains the reasons for the research,introduces the research purpose and significance,research ideas and methods,and conducts a literature review on the research content from five aspects: context theory,primary school classical Chinese teaching,situation creation,primary school classical Chinese situation creation,and the application of context theory to situation creation.It is found that there is rich research on classical Chinese and teaching situation creation in existing studies,but there is a lack of theoretical guidance for primary school classical Chinese teaching situation creation.The second part is the theoretical basis.This section summarizes the schools of context research,the classification and functions of context.In the classification,the emphasis is placed on contextual context,cognitive context,situational context,and socio-cultural context,while in the functional aspect,the emphasis is placed on the restrictive,generative,and explanatory functions.This part lays the theoretical foundation for the research.This section also explains the significance and characteristics of creating teaching contexts for classical Chinese in primary schools from the perspective of context theory.The significance includes returning to traditional Chinese culture,cultivating students’ contextual awareness,and improving the efficiency of teachers in creating teaching contexts;Features include appropriateness,interest,and authenticity.The third part is the analysis of the creation path.Through the first and second parts,it was determined that contextual theory can influence the creation of teaching contexts in classical Chinese in primary schools.On this basis,the research path for the creation of teaching situations in primary school classical Chinese from the perspective of context theory is further discussed,and how to set the functions of teaching situations in primary school classical Chinese based on the classification of context,select the content and form of teaching situations,and preset the process of teaching situations from the perspective of context theory is elaborated.The fourth part is an analysis of the current situation.In order to understand the specific situation of the creation of teaching scenarios for classical Chinese in frontline primary schools,case analysis and interview methods were used,with classroom records of many famous teachers teaching classical Chinese in primary schools and interview records of frontline teachers as evaluation objects.Through case analysis,it was found that teachers have the awareness of creating teaching contexts in classical Chinese and have unintentionally applied contextual theory.According to interviews,it was found that there are some urgent problems in the creation of teaching situations in classical Chinese in primary schools: teachers’ vague understanding of teaching situations,ineffective thinking about the purpose of situation creation based on contextual theory,lack of guidance from contextual theory in teaching situation creation,and weak ability of teachers to control teaching situations.Through further analysis,the main causes of the above problems are: the need to improve teachers’ professional literacy,the lack of motivation for teachers to apply contextual theory,and the heavy teaching and administration burden on teachers.The fifth part is the strategies for creating teaching situations in classical Chinese in primary schools from the perspective of context theory.To understand the significance of contextual theory in the creation of classical Chinese teaching contexts,to form the intention of creating classical Chinese teaching contexts based on contextual theory,to master the methods of efficiently creating classical Chinese teaching contexts based on contextual theory,and to reflect on the experience of creating classical Chinese teaching contexts based on contextual theory.In the intention of creating teaching situations for classical Chinese based on context theory,three strategies were specifically proposed: stimulating teacher initiative,optimizing evaluation mechanisms,and reducing teacher pressure.In the strategy of using context theory to efficiently create situations,it is specifically proposed to use cognitive context to create teaching situations and activate students’ cognitive backgrounds;Using situational context to create teaching situations and experience the image of the text;Utilizing socio-cultural contexts to create teaching contexts for in-depth interpretation of the text at three levels of strategy.