From the perspective of teaching in primary and secondary schools, Li Jilin（Li, Tian and Zhang 60）, in our country, whose opinions on the concept of “situation” is more abundant。 In his point of view, situation is the central concept of this teaching system, which is both used in the beginning of teaching and used throughout the whole process of teaching and learning; which can be created both in the classroom and in the nature or social class, so that students can have chance to feel, experience, and thinking in the real scene; which helps to stimulate students to seek knowledge and truth, inspire the beauty, cultivate sentiment, exercise will and carry out patriotism education and aesthetic education。 All in all, teaching needs situation。 Situation is the core concept of the situational teaching theory, which is also the highest frequency of occurrence of the term in this paper。 The situation is a unity of “feeling” and “environment”。文献综述

The generation of situational teaching has its historical background and academic background。 Early in the ancient Greece and Rome, the great philosopher Socrates, whose “midwifery” is to create question situation to solve problems independently through the conservation between teachers and students。 This is the bud of the situation-based teaching。 The word “situation” was first put forward by American philosopher Dewey, who held that “thought is originated from situations which are related to direct experience”。 He pided the teaching into five stages。 The first stage is that teachers give students a real experiential scene that is related to the real life, so that students can get a life experience。 At the same time, teachers render some hints to make students aware of the existence of the problem。 The second stage aims to help identify the problem, and make students have the desire and requirement to settle problems as well。 The third stage is to assist students to use the information they have to put forward solutions to the problem。 The fourth stage lies to help students to infer whether the assumption is reasonable, so as to form scientific and rational knowledge。 The last stage is to create practical scenarios for students to apply knowledge (Tan Lin 9)。 When it comes to B·A·Cyxomjnhcknn, Soviet educator, attached more attention to the natural situation of education。 He often took children to nature。 By careful observation, students’ interest can be stimulated to some degree。 Meanwhile, students can learn in a relaxed atmosphere where they easily develop imagination and aesthetic ability。 To this end, he wrote a three hundred pages book called The Book of Nature, each page in which gives children a great interest and vivid image of the objective things。

In China, situational teaching is not a product of modern times, but an extension of ancient times。 The heuristic method proposed by Confucius, a famous educator, is one of the earliest situational teaching methods in China。 It aims to mobilize the enthusiasm of the students to solve their own problems, so that students will take an initiative to contact with the knowledge under a certain hint。 After that, Mo-tse believed that the environment has a great impact on people’s development。 So in the course of teaching, he laid emphasis on the teaching atmosphere。 Early Chinese educators have noticed that education is supposed to proceed in an orderly way and step by step。 And also found that people are more easily affected by environment。 It can be seen that people have had a preliminary thinking on how to teach。 Situation-based teaching in our country developed by Li Jilin, who is one of the most typical representative primary school expert teachers。 She analyses situational teaching comprehensively in theory and makes remarkable achievement in practice。 What’s more, inspired by foreign language situational teaching and the current mechanical teaching mode, she draws the essence of Chinese and foreign excellent culture and constructed the situation-based teaching。来*自~优|尔^论:文+网www.youerw.com +QQ752018766*