Research on Learning Chinese in Shanghai Based on the Situational Method

I Introduction
Education is a fundamental of a country. The traditional teaching mode tends to make the students feel learning Chinese in Shanghai is boring and difficult to understand. So what we should do is: to arouse and cultivate students' interest in learning Chinese in Shanghai; to enable students to establish confidence; to help them to develop good study habits and form the effective learning strategies; to develop their autonomous learning ability and cooperation spirit; to enable the students to master some basic knowledge and skills of Chinese in listening, speaking, reading and writing parts and to form a certain comprehensive ability of using Chinese; to cultivate students' observation, memory, thinking, imagination and the spirit of innovation.

In order to reform the traditional teaching mode and to create an atmosphere of learning Chinese by communication for students, to train students’ Chinese habits and make them dare to speak, willing to speak and be good at speaking. A new teaching model appears in teaching Chinese——the situational teaching method in Chinese teaching. This paper introduces the connotation of the situational teaching method, on the basis of this descript the importance of the usage in learning Chinese in Shanghai class, finally give the various application of situational method in teaching and learning Chinese in Shanghai, in order to mobilize the enthusiasm of the students to make them be happy in learning Chinese in Shanghai and improve the students' comprehensive quality.

II Definition of the situational teaching method
What is the situational teaching method? This is a visual method appears in Europe after World War II. The so-called Situational Teaching Method is also called the Audio-visual Method, which is refers to through a multimedia application, physical demonstration, cosplay, experimental operation and many other means to create classroom teaching situation make the cognition and emotion, image thinking and abstract thinking, teaching and learning skillfully combined with each other, give full play to the students’ enthusiasm , initiative and creativity in Chinese class teaching, change the teaching method, in which the students accept knowledge very passively. It focus on intuitive, visual and vivid knowledge representation and abundant, profound and specific practice, helps to stimulate students' positive emotional experience, to play the role as a learning subject and to cultivate the students' active learning attitude. Through this method we can help to enable students to be more personally in the scene of learning Chinese in Shanghai, so that the students can combine the things they see and the sound they hear together to help themselves to understand and gain knowledge and skills, and to develop the students' psychological function.

III The situation of Chinese Teaching and the necessity of Situational Teaching Method
"Interest is the best teacher". But on the present of our country's Chinese learning situation, students passively accept the knowledge by learning Chinese, it’s like the slaves dancing with shackles, boring class atmosphere makes students generate a tired psychology, in most cases, the students listen, take notes and even copy notes, they don't think at all and also don't understand what they have learned. To make a long story short, what the teachers say during the class are always more than what the students say, eventually led to “dumb Chinese". This situation is worrying. Situational teaching method takes beauty as the breakthrough point, to love as a link, to think as the core, the activities as a way and the world around as the source, this method is very suitable for learning Chinese in Shanghai. Combined with the situational teaching method, teachers can create suitable learning environment for students, and let the students to experience something by themselves, to stimulate students’ interest in learning Chinese in Shanghai and to improve the comprehensive quality of the students.

IV The application of situational teaching method in Chinese Teaching
More study should be applied to practice. Practice is the only way to test the theory. We first introduce several NOUN definitions. (1): Teaching Chinese: teachers will teach the students something about Chinese language and also Chinese culture. (2) Situational Teaching: it is by designing some of the authenticity and quasi real specific occasions, situations and scene to provide ample examples for the function of language and teach the language knowledge activation. (3) The method of Chinese Situational Teaching: in Chinese teaching, through the teacher's careful lesson preparation to design as much as possible real scene to meet the teaching requirements, to improve the students' learning interest and learning effect, to develop the initiative, creativity of students, thereby enhancing their ability of using Chinese.
Linguist Krum said: "the success of foreign language teaching should be to create more scenarios; students will have the opportunity to use what they have learned in the class."
Let’s take “multimedia teaching” as an example.
A good beginning is half of success. So the import link of a class is very important. A good introduction can stimulate students' curiosity, thirst for knowledge, so that they are interested in this class.
If the teacher can give the students a novel feeling, the students will be unable to hold themselves back to learn Chinese in Shanghai.
In science developed today, teaching cannot be done without media. Making Power Point, playing video, learning Chinese songs and so on, multimedia plays an important role in all of them. The multimedia teaching can give the students a very intuitive, simple, profound impression.
For example, in the study of location nouns, Water Park, Amusement Park and such kind of words. The teacher can just start with playing a video of Disney Park. The rich animation, bright colors give the students a visual feast and make them immediately focus to the text. Then raises some questions like "Do you know this place?" The students will reply: "Disney Land". Then the teacher shows some pictures of Water Park, Amusement Park and Aquarium to the students and let the students use Chinese to say them. Therefore the students are coming very naturally to learn these places.

V Conclusion
Situational teaching method not only pays attention to the purpose of school education and social responsibility and mission but also pay attention to the students' learning heart, the students' participation and also their independent construction. Therefore, combining the situation teaching method and learning Chinese in Shanghai is helpful to improve the students' comprehensive abilities of using Chinese in real life.