How to Create Situational Stimulation in Chinese Teaching

First, the question raised Tolstoy once said that successful teaching needs not coercion, but to stimulate students' interest in learning. At the beginning of the new curriculum standard, it is clearly pointed out that students are the masters of Chinese learning, and Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, and create a good autonomous learning situation for students. Chinese is a comprehensive subject, all-encompassing, everywhere. If traditional teaching is adopted, relying only on a piece of chalk and a textbook, relying on teachers' lectures and students' listening, students are just a machine that passively accepts knowledge. It is not difficult for us to meet those puzzled eyes, those rigid reading and those embarrassing questions in class. No wonder Chinese teaching is boring and students are not interested. Indeed, interest is the best teacher, and students have interest before they have enthusiasm for learning. Students are not active in class. To a large extent, it comes from students' weariness of learning. Students lack interest, poor learning initiative, and it is difficult to mobilize their thinking. So let students learn with relish. The key is that the teacher teaches with relish. In fact, just like storytellers, they recreate the original works, turn flat and static words into three-dimensional and vivid images, give vitality to teaching materials, and let students see their people and hear their voices. Therefore, in Chinese teaching, teachers should actively create effective situations to stimulate students' interest in learning Chinese. Second, what is the significance of the research and how did the situation come into being? In fact, situational teaching method has a long history. This is a teaching process in which teachers introduce or create vivid and concrete scenes with certain emotional colors and images as the main body, so as to arouse students' certain attitude experience and help students understand the teaching materials. In the process of teachers guiding students to read the text, students will have two lines of sight, one is the physiological line of sight, which is responsible for absorbing language symbols for the brain to recognize, and the other is the psychological line of sight, through which the unit and logical meaning of representation can be seen. In this way, students can "think while reading" and smoothly enter the free kingdom of "reading internalization" according to "following the text-seeing the image-feeling-realizing". However, when the language of the text conforms to what it refers to and is isolated from the students' life experience, the two lines of sight can't "take a photo", thus causing reading obstacles, that is, students can't understand the meaning expressed by language and words. At this time, it is an important way to help students read smoothly by creating corresponding situations to make up for the lack of students' life experience. The advantage of situational teaching method is that it can render the atmosphere by creating situations. Change the situation of the text to "I love my scenery", arouse students' life experience, enhance students' feelings, understanding and interest in the text, mobilize all students' senses to participate in it, and let students see, hear, read and think, and experience the joy of success. In short, it is enough to turn hard study into happy study. The application of situational teaching needs to pay attention to development first, put forward teaching tasks in an all-round way, then optimize the teaching scheme, and choose the way to create situations according to teaching tasks, class characteristics and teachers' own quality. The methods of creating situations can be summarized as follows: life display situation, physical demonstration situation, picture reproduction situation, music rendering situation and performance experience situation. There are six kinds of situations described by language. The application of situational teaching method generally goes through four stages: 1, creating the situation, or reproducing the situation described in this paper to make it immersive. At the beginning of the reading class, the teacher reproduces the situation related to the text through vivid language, pictures or multimedia courseware, so that students can reproduce or form new representations, produce various emotional experiences (such as aesthetic feeling, rational feeling and moral sense) and have a strong desire. Understand the main idea of the text and have a preliminary understanding of the thoughts and feelings of the text. Zankov, an educator in the former Soviet Union, said: Art works should first arouse children's thoughts and feelings, and the rest should be the natural consequences of these thoughts and feelings. For example, when teaching the article Bridge of the Future, the teacher created a situation, and the introduction of dialogue fully stimulated students' interest in learning. Teacher's introduction: After learning "Light Light Blue Crossing the Bridge", the teacher knew that everyone was very interested in this bridge and collected a lot of information about this bridge in his spare time. Play the courseware about bridges and demonstrate the development of bridges: wooden bridge-stone bridge-highway bridge-highway-railway bridge-overpass, etc. Then let the students collect their own pictures and communicate with their deskmates, and guide them to say their favorite bridge segment. What will the bridge be like in the future? Hold up the drawings of the "future bridge" designed by yourself. The sparks of students' wisdom were lit at this moment, and their little brains were full of imagination, which laid a solid foundation for later study. 2. Understand the text and the content of the text based on the situation, grasp the places where students are interested in the article, guide students to understand the situation and the author's emotions in the text, and train the language and text, so that students can train the language and text. Express your feelings and opinions independently. In this way, the students' dominant position is implemented, the students' autonomy is brought into play, and the organic unity of humanity and instrumentality in Chinese teaching is embodied. If the article Monument can create realistic situations and let students feel abstract things with concrete images, it can effectively break through the difficulties and improve the teaching effect. He became a glittering and translucent monument. " This part is the central part of the full text, but also the difficulty of teaching. The teacher made three continuous dynamic pictures, the first one is an illustration in the book, the second one is the superposition of the sound of snow, and the image of the quartermaster is enlarged at the same time. The third gradually diluted the image of the quartermaster, leaving a monument engraved with the name of the quartermaster. The students looked at vivid and intuitive pictures and listened to the teacher's emotional reading. Break through difficulties. 3. Use situations to train language learners. Due to the limitation of age, they should rely on thinking in images to organize the language in conversation. Therefore, creating concrete and vivid situations in Chinese teaching can stimulate students' feelings of speaking, make students feel and experience in the situations, and generate their desire to speak. Once students' thinking is activated, they can ignite the spark of innovation. There will be many colorful answers in class. There must be many wonderful things that have never been promised, which will make the training language effective. In the article "Horse Racing in Tian Ji", a teacher designed a link with explanation for the competition and made a courseware: Tips for live explanation of horse racing in Tian Ji, so that students can implement the teaching key points in a lively atmosphere and gain individuality in speaking and practicing. Reading can use words and images to stimulate students' vision, stimulate students' thinking activities and strengthen the memory effect. When reading the text, students combine the situation and feelings, and then read aloud with emotion, which will naturally bring students' thinking to the environment set by the content, so that students' emotions will change accordingly, resulting in love and hate, and their own aesthetics. We have to go deep into the ideological significance revealed in the article. Fourth, according to the age characteristics of students, how to create various situations in reading teaching, reflect new learning methods and stimulate students' interest in learning? We made a concrete attempt in the teaching of the article Pearl of the Orient. Pearl of the Orient is a skimmed text in the first volume of the third grade of People's Education Press. After a hundred years of vicissitudes, Hong Kong has returned to the motherland. The return of Hong Kong is the embodiment of the motherland's strong economy and national strength. The purpose of learning this lesson is to let students commemorate this important historical event and inspire their national pride and love for the motherland. The text introduces the beauty and prosperity of Hong Kong from many aspects, and the whole article echoes from beginning to end. In order to learn this beautiful article, situational teaching method is adopted to let students feel the feelings expressed in the article in their learning activities. Get twice the result with half the effort. Therefore, we have made the following design: 1, creating a situation, passionately introducing teachers to show striking bauhinia patterns, allowing students to talk about their understanding of Hong Kong and stimulate strong emotions. Then, we created a novel and interesting situation for students-the teacher came into the classroom as a tour guide, and the students were enthusiastic, especially when the teacher asked the little tour guide for help. Can stimulate students' enthusiasm for inquiry. 2. Enter the situation, actively explore the teacher's beautiful music "Pearl of the Orient", and start the work of "tour guide" with vivid introduction. The design of this situation can naturally bring students into the text, and the introduction of teachers' entries can arouse students' feelings about the text content. you do not get it , do you? In what tone? Let the students experience what kind of tone and mood they use as tour guides, and give them a chance to try and feel for themselves. 3. Make a complete tour, read the teacher freely while clicking the courseware and show the destination of the tour, so that students can have a more real feeling about the tour guide, then let the students find the place they want to go most in the text, read it, and then tell everyone their feelings and gains and write a tour guide word. The purpose of this design is to stimulate students' initiative consciousness and inquiry spirit, so that students can constantly stimulate their learning motivation in the fun of inquiry. 4. Concentrate on the report and practice in cooperation. In colorful courseware pictures, students' thinking is easily activated and they have a strong desire to express themselves. So, in this session, we designed a tour guide, and I am a small critic. Let students enter the situation-assume the role-understand the role-experience the role-show the role-identify with the role. 5. Sublimate their emotions and practice speaking freely. We mainly adopt the way of transposition experience to let students get emotional sublimation in the process of practicing oral English. We guide students to think of themselves as tourists from Hong Kong, boast about Hong Kong with excitement and pride, and let students create beauty at the same time. Finally, in the majestic national anthem, let the students once again review the exciting moment of the handover ceremony in Hong Kong, so that the students' emotions can be sublimated again and a strong patriotic feeling can be generated. Fifth, it is worth noting that some teaching contents are difficult to find such prototypes in practice, and there are no specific scenes. Therefore, in teaching, we should not create situations for the sake of situations, but create them in time to break through the difficulties in teaching, understand the language connotation, and create situations without going too far.