Situated Learning Pedagogy For Core Competency Cultivation
DOI:
https://doi.org/10.63313/IJSSEH.9038Keywords:
Effective instructional contexts, Core competencies, Application strategies, Role and principlesAbstract
English Subject Core Competencies are the key abilities and essential qualities that students develop during the English learning process. They hold significant importance for students' lifelong development and social adaptation, and their cultivation has become the core objective of high school English teaching. Teaching contexts, serving as vital bridges connecting knowledge with practice and promoting students' active learning, play an indispensable role in cultivating these core competencies. They provide students with concrete scenarios for language application, cognitive development, and cultural awareness. However, in actual teaching practice, there are numerous shortcomings in the creation of teaching contexts. Issues such as contexts lacking authenticity, misalignment with the goals of core competency cultivation, and being overly superficial make it difficult for them to effectively support the enhancement of students' core competencies. Therefore, under the guidance of the situated learning theory, this study aims to explore the essence of effective instructional contexts guided by core competencies, analyze common problems encountered during their creation, elucidate the role and principles of effective instructional contexts in cultivating core competencies, and investigate their application strategies. The goal is to provide a reference for promoting the development of student core competencies through context-based teaching in high school English instruction.
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