◆Abstract：Because of the social communication barrier of autistic children，the training of social emotional ability of autistic children emerges at the historic moment.Teachers try to use situational teaching method in the classroom，to a certain extent，to solve the difficulties faced by autistic children in the implementation of social interaction curriculum.When applying situational teaching method，this paper can make full use of public resources，establish multi-sensory experience situation，and use interactive electronic equipment.In addition，people should pay attention to practicality when creating situations，invite students to participate in the creation of situations，and do well in advance in presupposition and safety education.

◆Key words：situational teaching method；autistic children；social interaction；integrated education

1 Introduction

Because autism is not a static disease existing in the individual，but a dynamic process developing at anytime and anywhere，autistic children need a tolerant and nurturing environment.At the same time，neuroscience research has confirmed that experience plays an important role in the process of modifying brain structure and constructing psychological structure.For children，school environment is the main place to acquire experiential behavior.Special education environment can strengthen the interaction between autistic children and environment.By imitating the behavior of ordinary children，people can perceive social experience as early as possible and acquire etiquette and requirements among social groups，thus possessing collective consciousness and rule consciousness.

Social Emotional Competence （SEC） is a comprehensive course for autistic children，which is based on childrens social life and promotes the formation of childrens social adaptability and the development of their social communicative competence.It takes childrens social life as the main line and guides them to interact with the social environment，social activities and social relations closely related to their own learning，family life and social life （Avramidis，2000）.It constantly enriches and develops its own experience，emotion，ability and knowledge，deepens its understanding of self，others and society，and effectively compensates for the defects of its social interaction behavior （Smith，2011）.It lays a solid foundation for children to have corresponding social adaptability，communicative ability and equal participation in social life.Integration activities contribute to the development of autistic childrens language expression ability.Autistic children have limited understanding of language.Special education is helpful to improve the communicative competence of autistic children and to establish the rule awareness of autistic children.It is difficult for autistic children to understand and abide by teachers explanations of social rules.The emergence of situational teaching method and its rational application in teaching can provide support for the implementation of social interaction curriculum for autistic children，and to a certain extent solve the dilemma in daily teaching，such as limited teaching space，lack of motivation，lack of emotional experience and so on.The main spirit of situational teaching method is to carefully evaluate and plan students life，work，rest and environment.To stimulate childrens learning motivation through a variety of specific or real situations，so as to promote comprehensive interaction and communication，while enhancing childrens adaptability to environmental change.

2 Application of Situational Teaching Method in Special education of Autistic Children

2.1 Make full use of public resources and develop substantive situational sites

For autistic students，language communication barriers plague them，and directly lead to their limited understanding ability，seriously affecting and limiting the development of their social ability.Through the indirect situational perception of learning content such as simulated situation and language situation，autistic students need not only to learn to adapt and imagine，but also to learn to transfer and use.This undoubtedly increases the difficulty of learning for them，so the ideal situational teaching is to enter the social reality scene and practice there.However，the actual teaching conditions are limited （Mesibov，2004）.Considering the safety of students and the normal operation of public places，it is difficult for teachers to place teaching activities in public places.Only through limited practical activities and family parent-child activities can part of the teaching be realized.In order to solve this problem，teachers should learn to make use of existing resources in schools and develop available resources，and carry out teaching activities in relatively substantive situations.

For example，resources such as exhibition halls，libraries，halls，gymnasiums and so on can be utilized.For example，when conducting the theme teaching of Visiting Exhibitions，booking the visiting time of the school history museum in advance and making the sign of the museum entrance （Brown，2010）.Make use of classroom teaching time to explain the main points of visiting process and matters needing attention during visiting for students.Then let students improve their social communication ability and learn to solve emergencies in the process of experiencing visiting activities.By taking pictures and videos，they can save the image materials of students visiting activities and help them recall and summarize the details of visiting when they return to classroom teaching.Through such practical activities，the teaching effect of the subject is very obvious （Hadwin，1996）.In addition，parents should be guided to carry out parent-child visits，parents should be encouraged to take their children to public exhibition halls on weekends，and help children establish and consolidate good social behavior in time.Students social competence will improve significantly.

2.2 Establish Multi-Sensory Experience Situations and Change Classroom Functions

Autistic childrens social communication barriers limit their thinking，lack of exploration of the environment，not to mention design and imagination，and it is difficult to understand the environment and scenes described by teachers in rich language.Establish a multi-sensory experience situation to enable autistic children to master social skills in specific situations （Kaliouby，2005）.Social interaction courses help autistic students learn social skills from multiple perspectives in the form of thematic teaching，which usually lasts about four weeks.Therefore，classroom is not only the place where teaching activities are carried out，but also the first step to establish a multi-sensory experience situation by changing its function into a theme function classroom in time.People can set up multi-sensory experience situational classroom from the aspects of environment layout，self-made teaching aids，clothing props preparation，interactive electronic whiteboard courseware and so on.

For example，in the subject teaching of Ride Etiquette，the classroom desks and chairs are arranged according to the seat structure of the bus or car，and the steering wheel is made to create the concept of drivers driving position.Layout station signs，bus and subway line maps，height gauges，bus ride notes and other related resources on classroom boards and walls.Making or preparing coins，coin boxes，card brushers，car cards，seat belts，trash cans，crutches，baby props and other items to solve the key and difficult points in the process of thematic teaching.The interactive electronic whiteboard is used to record the voice of bus stop announcement and play the sound effects of vehicle driving and braking to enrich and render the theme situation.In such a driving situation，autistic students can experience such driving activities as buying tickets，finding seats，giving up seats，throwing garbage and using seat belts independently.They can also master communication skills and improve their problem-solving ability in the unexpected situations presupposed by teachers.For example，what if you lose your bus card？ What happens when a pregnant woman and a child ride in a car？ What if you miss the stop？ Multi-sensory experience situations enable autistic students to practice and consolidate their social skills in simulated situations，and prepare them for social activities.

2.3 Improve Teaching Efficiency with Interactive Electronic Whiteboard

Almost all autistic children have stereotyped behaviors to varying degrees，and it is difficult for teachers to change these behaviors no matter how hard they try.For example，arranging pencils or beads in order，stubbornly sticking to ones position in the collective or even others position，observing the same working and sleeping time，etc （Williams，2012）.But teachers can try to improve this kind of behavior and make the stereotyped behavior which often causes trouble become good study habits or work quality.

For example，in order to make children understand the system of taking things，people use the container function of interactive electronic whiteboard to make a simulated supermarket shelf，to guide children to learn how to take things by category，and to help students develop good shopping habits by setting the task of relocation.Practice has proved that when the autistic childrens brain established the correct principle of commodity classification and placement，its inherent stereotyped behavior characteristics changed into the motivation to meet the needs of classification，so that the theme of “supermarket shopping”teaching no longer depends on the requirements of the external environment，but also saves the time of making teaching aids.

Autistic children are very specific in their thinking.They often need visual-oriented help to complete a days activities.Although autistic children continue to learn language，and their language library is not lack of words，but the vast majority of these words are negative，content-free，just some voice shell （Avramidis，2000）.Therefore，the process of establishing comprehensible language is also the process of establishing concepts，and the establishment of correct concepts can better promote the development of its comprehensible language.

For example，in the teaching of Visiting the Patient，in order to make autistic children understand the concept of “patient”，teachers can use interactive electronic whiteboard pages，spotlights，cameras and other functions to highlight the image of patients in the pages，and help autistic children establish concepts with clear visual orientation （Potter，2001）.Using the functions of repetition，dragging and moving of interactive whiteboard，this paper demonstrates the phrase “after entering the ward，sit on the chair in front of the patients bed”.Through the powerful interaction of interactive electronic whiteboard，autistic children can understand and grasp the meaning of the word “patient” and related sentences，guide children to understand and master visiting etiquette，and avoid improper behavior in the actual situation.

3 Attentions of Situational Teaching Method in Special education of Autistic Children

3.1 Pre-design and safety education should be done well in advance when creating substantive situational places

Substantive situation，because of its own concretization，enables students to get real and effective experience （Ochs，2010）.However，the complexity and high-density interaction of substantive situation can easily cause great changes in emotional behavior of autistic students.Therefore，classroom presupposition and safety education are particularly important.

For example，an autistic student，led by his parents，experienced a bus ride and found that there were no empty seats on the bus.Students who have done preset exercises in class will grasp the handrails，stand with their legs slightly apart and wait for empty seats.The children who have not done the preset exercises will rigidly request to sit in the customary position，such as crying，refusing to wait，refusing to grasp the handrail and so on，and even pull up other passengers or squeeze a seat with other passengers.Therefore，pre-design and safety education can help autistic students adapt to the emergencies in the real situation，reduce their psychological fear and exclusion，reduce the misunderstanding of the community，and provide more support for family education.

3.2 Invite students to participate in the construction of multi-sensory experience situations

Multi-sensory experience situational teaching requires students to have a certain degree of imagination，which is very difficult for autistic students.For example，when teaching the theme of Supermarket Shopping，students are invited to participate in the layout of various areas of the supermarket，such as shelves，cashiers，weighing places，etc.In the process of participating，the students can understand the functions of each area one by one according to the real scene of the supermarket in the courseware，so that they no longer feel strange and curious about electronic scales.Through the interactive function of interactive electronic whiteboard，students practice how to arrange supermarket goods in an orderly manner.Students gradually have their own understanding and understanding of the supermarkets classification area，and can quickly find the needed items in the supermarket.Therefore，students selective participation in situational construction is conducive to stabilizing emotions and alleviating anxiety caused by unfamiliar environment （Conallen，K.，2016）.In addition，the process of participating in the construction of the situation is also a learning process of concept building and adapting to the environment.

3.3 Emphasis should be laid on practicability when creating situations with interactive whiteboard

3.3.1 Solve difficult problems with interactive whiteboard to should avoid too much information on the page

To evaluate the classroom effect of teachers engaged in autistic childrens education and teaching，the key is whether teachers can teach children to write and understand in the most concise way.The powerful function of interactive whiteboard provides powerful support for improving classroom efficiency.But do not make courseware in order to use the function.Make courseware in order to show the ability of making courseware.Teachers should proceed from the reality of education and teaching，rationally use the function of interactive whiteboard according to the learning characteristics of autistic children，let it be used by children，and try to refine knowledge points，even if one or more pages are used to explain a knowledge point.

3.3.2 Interactive whiteboard should have clear pages and reduce visual interference

When making courseware with interactive electronic whiteboard，people should keep the page clear and clear，reduce the use of pictures and sounds that may interfere with autistic childrens attention，and even colorful and fancy background patterns.The courseware should be simple and clear.

3.3.3 Try times with interactive whiteboard to avoid mistakes

Before class，teachers should repeatedly debug whether the courseware can be operated properly，especially in the interactive link with children，so as to avoid mistakes，so as not to cause autistic children to lose interest in the operation or produce negative emotions and affect the teaching effect.The repeated debugging of courseware can improve teachers proficiency in operation and enable them to quickly adjust and modify courseware at any time according to classroom teaching.

4 The Development of Situational Teaching Method in Special education for Autistic Children

Situational teaching method is a kind of teaching method that starts from the need of teaching，teachers create specific scenes or atmosphere with image as the main body and emotional color according to the teaching goal，stimulate and attract students to study actively and achieve the best teaching effect.Situational learning theory holds that knowledge is situational，knowledge is a part of activity background and cultural products，and in activities，in its rich context，it is constantly used and developed.Therefore，many scholars believe that situational teaching is to create a situation with real events or real problems （Efstratopoulou，2012）.Students can independently understand knowledge and construct meaning in the process of exploring events or solving problems.

The help provided by situational teaching method in the course of autistic childrens social interaction will not be further elaborated.In the process of using，the author gradually has higher expectations for its application，such as how to package the resources related to the implementation of situational teaching as a whole，so that it can be used repeatedly when needed，save production time，and become a resource available to all teachers （Rotgans，2011）.For example，the application of situational teaching in other disciplines，how to build a multi-functional situational classroom，and so on.It is hoped that situational teaching method can bring more pleasant experiences to autistic students.

5 Conclusion

In conclusion，situational teaching method has injected a new force into the learning process of autistic children.It not only solves the difficult problems for teachers，but also solves the difficult difficulties for autistic children.The application of situational teaching method puts forward higher requirements for teachers.How to apply situational teaching method reasonably and scientifically in practical teaching so as to make it serve curriculum and children should become a new thinking direction for special education teachers.

Situational teaching method is used for communication training.This paper illustrates in the form of a case that this teaching method can also carry out a variety of training，such as sports，non-verbal communication，emotions，emotions，social interaction，games and almost all other areas of childrens psychological development.How to cooperate with other methods and technologies based on the theory and principle of applied behavioral analysis，and how to draw lessons from other theoretical schools，such as the methods and technologies of development approaches，need further systematic research and discussion.

Reference

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[2]Smith，K.，Smith，A.D.，& Blythe，R.A.Cross-situational learning：An experimental study of word-learning mechanisms[J].Cognitive Science，2011，35（3）：480-498.

[3]Prizant，B.M.，Wetherby，A.M.，Rubin，E.，& Laurent，A.C.The SCERTS model：A transactional，family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder[J].Infants & Young Children，2003，16（4）：296-316.

作者簡介

施茵茹（1992.10.20—），性别：女；籍贯：广东；学历：博士，香港教育大学，研究方向：特殊教育。