Features of situational teaching methods in china

Abstract

Abstract. In modern conditions, the issue of adapting best educational practices from friendly countries, including China, as one of the countries with positive dynamics in improving the quality of education, becomes relevant. For quite a long time, in the pedagogical community and not only in China, the essence of learning was considered a process in which teachers, using their knowledge, skills and techniques, teach students with the active and conscious participation of the latter. Even then, learning was considered as a process of cognition, a special process that differs from other similar processes in people’s lives in terms of the object of cognition, speed, and methods. In the late 1950s, the idea arose in the pedagogical community that in the educational process it is necessary to follow the equation «practice – theory – practice». For this reason, many scholars in China began to conduct research on the essence of learning. The purpose and objectives of the study were to analyze the theory and practice of studying the learning process, including methods, in China. One of them is situational teaching methods. At the same time, methods of theoretical analysis, synthesis, interpretation, and generalization were used. Main results: in the course of the analysis, successful practices of using methods of teaching and educating students were identified, a characteristic was given and features of situational teaching methods based on the Concept of situational learning by Li Jilin were given. These methods are presented as methods of «live» learning, which contribute to the observance of the principle «teaching – educate».