Practical Research on Situational Language Teaching Model in Secondary Vocational Schools
Situational teaching mode plays an important role in teaching. It can effectively stimulate students' enthusiasm for learning Chinese, cultivate students' humanistic quality and improve the overall teaching effect. At present, there are three main problems in the situational teaching mode of Chinese in secondary vocational schools: the neglect of students' interest in teaching programs, the lack of deep understanding of teaching methods by teachers and the limitation of teaching locations in the classroom. Under this background, it is of great significance to study the situational teaching mode of Chinese in Vocational schools. On the basis of in depth analysis of the existing problems in language teaching in secondary vocational schools, this paper puts forward some suggestions, such as creating language situations, setting up questioning situations, building communication situations and setting up performance situations, in order to further improve the level of language teaching in secondary vocational schools. 1. Research background 1.1 Literature review The rapid development of knowledge economy modernization promotes the reform of Chinese teaching in secondary vocational schools. Situational teaching method is to break the dull and monotonous language classroom, to stimulate students' interest in learning, and to master the basic knowledge of language in a relaxed and happy atmosphere. Gong Yichen believes that teachers can dig out the emotional factors of students' empathy with the characters' emotions through innovative situational teaching mode in Chinese teaching in secondary vocational schools. Putting students into the plot of the article, students can deeply explore the original intention of the characters' behavior in combination with the emotions of the characters in the article, so that they can acquire more basic knowledge of language and improve their language communication ability (Gong, 2015) Zhang Aijun put forward that situational teaching mode can relieve students' academic pressure and make students no longer feel bored. Students do not exclude learning Chinese knowledge, so as to effectively improve the efficiency of learning Chinese knowledge. However, the application of situational teaching is not simple, and the happy situational teaching classroom constructed by some teachers is difficult to play its due role in teaching. If the teaching plan can not be diversified on the basis of focusing on teaching content, the teaching efficiency will be relatively low (Zhang, 2017) Li Le thinks about how to improve students' cultural quality education under the circumstance of the marginalization of Chinese curriculum in secondary vocational schools. Chinese teaching should be combined with advanced educational concepts. It is urgent to innovate Chinese teaching mode. Situational teaching mode is the best teaching plan at present (Li, 2017) Combining constructivism and situational teaching theory, Qian and Sheng put forward a new definition of situational teaching mode of Chinese in secondary vocational schools, and pondered on the factors of construction, the composition of structure and the ideological and operational steps of situational creation (Qian, 2015) Chen Qin found that situational teaching can create a good relationship between teachers and students, stimulate students' interest in learning, and improve students' ability of reading, speaking and writing. Stimulate the imagination of secondary vocational students, let them develop good habits of self learning, and further promote the positive development of language teaching in secondary vocational schools (Chen, 2012) Wang Xuliang believes that 2019 International Conference on Reform, Technology, Psychology in Education (ICRTPE 2019) Copyright (c) (2019) Francis Academic Press, UK DOI: 10.25236/icrtpe.2019.039 187 situational teaching mode greatly promotes the development of Chinese education reform in secondary vocational schools in China. At present, under the strong demand of the new curriculum reform, many secondary vocational schools adopt situational teaching mode reform to stimulate students' learning enthusiasm (Wang, 2016) Jingbo analyzed how to set up intuitive, vivid and curious situational teaching in Chinese teaching in secondary vocational schools from three aspects: linking with the reality of life, using multimedia technology and guiding students to question, so as to promote further visualization, vividness and concretization of Chinese teaching (Jing, 2014) Zhong Jianfang believes that situational teaching mode plays an important role in the process of Chinese teaching. It can arouse students' strong enthusiasm for learning, enhance students' Chinese thinking ability and cultivate students' humanistic accomplishment, and help to improve teaching effect and students' comprehensive Chinese accomplishment (Zhong, 2016) 1.2 Purpose of research Situational teaching mode can fully stimulate students' learning enthusiasm, enhance students' autonomous learning and research ability, so that teaching and learning can achieve further unity. Establish specific situations to enhance students' life experience and mobilize their thinking and language to express their desires (Xue, 2011) The process of social and economic development has put forward higher requirements for the competence and quality of skilled workers. The traditional Chinese teaching mode in secondary vocational schools can not meet the new situation of vocational education (Zhang and Jia, 2014) Chinese situational teaching in secondary vocational schools only shows the nature of tools and cumbersome teaching, but does not show the humanization of situational teaching. Teachers deliberately imitate situational teaching and neglect the transmission effect of teaching content, resulting in low humanistic literacy of students. Secondary vocational Chinese still pays attention to the assessment model of academic achievement, which seriously hinders the development of students' language ability and stifles their enthusiasm for learning Chinese. Under this teaching background, the humanized application of situational teaching is imperative. 2. Problems in situational chinese teaching in secondary vocational schools 2.1 Teaching program ignores student interest The important condition to stimulate students' interest in learning is to let them feel that they are really involved in the application of knowledge. When students not only understand Chinese knowledge but also know themselves, they will have a real interest in learning Chinese knowledge. The ultimate goal of Chinese situational teaching mode in secondary vocational schools is to cultivate students' interest in learning and enhance students' initiative to think independently. However, the actual situation of teaching is that it is difficult for students to realize their own learning ideas and not be considered as the main body of teaching plan making. From the perspective of vocational school students, on the one hand, the basic knowledge of Chinese is poor, they do not actively learn Chinese knowledge, and even refuse to learn Chinese knowledge for fear of reciting texts. On the other hand, students have utilitarian ideas, only want to learn specific skills and knowledge, do not want to learn ideological culture and cultivate personality related knowledge. From the perspective of Vocational teachers, first, some teachers teach in order to complete the teaching arrangement, seldom considering the direction of students' interest, nor understanding the real language level of students, and the prepared situational curriculum has subjective preference. Secondly, students passively accept the difficult or very simple situational teaching, which is not conducive to students' learning of teaching content, and the teaching effect is naturally poor. Thirdly, some teachers cater to the rich form of situational teaching mode and create an active atmosphere in Chinese classroom. Students are emotional in class, but they have not learned the main idea of the article. Student learning is to establish a knowledge structure system spontaneously, instead of simply memorizing, reciting and dictating Chinese knowledge. It should be a process of integrating new knowledge with old knowledge.