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“情境教学”模式的运用顺应了大脑的生物特点,并利用了认识的直观原理。在教学中,教师应尽力创设情境,建构全面的文学史景观,完善学生原有的知识架构;通过语境还原,在教学中不断强化学生的感受能力、理解能力,实现课程之间的融会贯通;激发学生的学习兴趣,使学生自觉地进入文学史发展的“过程”之中,帮助学生形成自主学习模式。总体来看,在古代文学课堂上实施“情境教学”要求教师立足学科性,关注教学内容的鲜活度;渗透教育性,着眼于学生的未来发展。
The use of “situational teaching” mode conforms to the biological features of the brain and takes advantage of the intuitive principles of understanding. In teaching, teachers should make every effort to create situations, construct a comprehensive literary history landscape, and improve students ’original knowledge structure. Through contextual restoration, teachers should continuously strengthen students’ ability of feeling and understanding in order to achieve a smooth integration of courses. Stimulate students interest in learning, enable students to consciously enter the “process” of the development of literary history, to help students form an autonomous learning model. Overall, the implementation of “situational teaching ” in ancient Chinese literature requires teachers to be disciplined, to focus on the freshness of teaching content, to penetrate educational and to focus on the future development of students.