Research on the Application of Situational Teaching Method in Basic Performance Teaching in Colleges and Universities

Abstract

Basic performance teaching is the core cornerstone of the performance major in colleges and universities, directly determining the foundation of students’ performance literacy and their potential for subsequent professional development. Currently, basic performance teaching in Chinese colleges and universities still faces problems such as rigid traditional lecture-based teaching, passive imitation by students, empty emotional expression, and difficulty in role immersion. The situational teaching method, centered on “creating real situations, guiding active experience, and stimulating emotional resonance”, aligns with the core goals of basic performance teaching—“liberating nature, perceiving roles, and conveying emotions”—and can effectively address the drawbacks of traditional teaching. By adopting questionnaire surveys and case studies, combined with the reality of basic performance teaching in colleges and universities, this paper explores the application value, existing problems, and optimization paths of the situational teaching method. The application effect is verified through teaching cases, providing operable practical references for the reform of basic performance teaching in colleges and universities, helping to improve teaching quality and cultivate performance professionals with solid foundations, strong emotional expression abilities, and innovative capabilities.