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教学情境,就是通过某种形象直观的方式,重新编排和再现文本知识中所表现出来的实际事物或其背景,以有效解决实际与理论、感性与理性、形象与抽象、新知与旧知之间的教学问题。客观地说,在学校教育中,情境教学法已经有了一定程度的实际运用,而且取得了比较明显的教学效果。然而,从现实中我们不难发现,由于一些教师存在刻意应用的心态行为,致使情境教学法有时会产生“东施效颦”的不良现象,如因情实不符而致的哗众取宠之嫌,因缺乏连贯性而使得效果不明显等。本文结合实践与解析试简要阐述之。
Teaching situation refers to the fact that the actual situation or the background manifested in the textual knowledge is rearranged and reproduced in some visual and intuitive way so as to effectively solve the problems between reality and theory, sensibility and rationality, image and abstraction, between new knowledge and old knowledge Teaching problems. Objectively speaking, in the school education, situational teaching method has been a certain degree of practical application, but also made a more obvious teaching effect. However, from the reality, we can easily find out that due to some teachers’ deliberate application of mentality, situation teaching methods sometimes lead to the adverse effects of “stupid application.” Such as the fact that the discrepancies caused by sensationalism, due to lack of Consistency and make the effect is not obvious. This article combines practice and analysis of the trial to elaborate.