Abstract

For college students, opening Chinese courses is the inheritance and continuation of Chinese culture, which can improve students' literary quality. However, because the content of college Chinese course selection has higher requirements for students' literary foundation and loses the pressure of examination, traditional teaching methods can not stimulate students' interest in learning in class, students gain little, and teachers' teaching is more like completing tasks. Therefore, this study explores the methods of college Chinese learning situated-based learning and interdisciplinary learning. situated-based learning can create immersive situations that stimulate students' interest and increase their emotional engagement, while interdisciplinary learning can connect literature with other content such as history, sociology, and philosophy to help students interpret literary works from a diverse perspective. This study adopted a quasi-experimental design and selected 50 primary school students from Lijiang Normal University as the research objects and divided them into three groups: the control group using traditional teaching methods, the experimental group using comprehensive teaching methods and the verification group without intervention. Literary knowledge test and literary learning attitude scale were used to assess the cognitive and emotional changes of students. It can be seen from the research results that the experimental group is significantly better than the other groups in literature knowledge and attitude, and has a more profound interpretation of texts. Therefore, the combination of situational learning and interdisciplinary learning is an effective strategy to strengthen college literature education.

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