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李彰有老师早在1998年就开始致力于高中思想政治课“情境讨论教学法”的创立及实验研究工作,随后基本形成了以“情境讨论教学法”为特色的教学风格。2005年江苏省实施新课程以后,李老师按照新课程理念,把“情境讨论教学法”进一步完善发展为“创设问题情境——呈现发现问题——指导学生探究——教师归纳点评”的模式。李老师认为,“情境讨论教学法”中,创设问题情境是关键,因为问题情境设置成功与否,直接影响着教学实效。在他十多年的教学生涯中,听课评课时特别关注问题情境的创设,对目前问题情境创设中出现的偏差很是忧虑。为此,本刊特约请李老师撰写此文,以图纠偏。
As early as 1998, Professor Li Changyou began to devote himself to the founding and experimental research of the ideological and political course of senior high school “teaching method of situation discussion ”, and then basically formed the teaching style characterized by “teaching method of situation discussion”. Following the implementation of the new curriculum in Jiangsu Province in 2005, according to the new curriculum concept, Teacher Li further developed and developed the “situation discussion teaching method” into “creating a problem situation - presenting discovery problems - guiding students to explore - teacher induction comments” "Mode. In Li’s opinion, in creating a situation context, the problem context is the key to success in setting up the problem context, which directly affects the effectiveness of teaching. In his teaching career of more than 10 years, he paid special attention to the creation of the problem situation during the class review and lectures, and he was very worried about the deviation in creating the current problem situation. To this end, the author specifically invited this article written by Teacher Li, in order to rectify.