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人教版高中思想政治课教材每课分成若干框,每框均分成三个目,三个目之间有着紧密的逻辑联系:第一目用于情境导入、第二目用于情境分析、第三目用于情境回归,这样的编排方式实则契合情境教学法的“感知—理解—深化”这三个教学阶段。在实际教学过程中,笔者发现,不少教师在使用情境教学法时能够较为娴熟地运用情境导入和情境分析,但往往会忽视情境回归,没有给学生提供课堂“深化”的机会。在情境教学法中,“深化”是其重要组成部分,是“感知”和“理解”无
PEP teaching material is divided into a number of boxes, each box is divided into three items, there is a close logical link between the three purposes: the first one for situational input, the second one for situational analysis, the first Trinhoea is used for situational regression, this arrangement is actually in line with the situation teaching method “perception - understanding - deepen ” these three teaching stages. In the actual teaching process, I found that quite a few teachers are more adept at using situational analysis and situational analysis when using situational teaching methods, but they tend to ignore situational regression and fail to provide students with opportunities for classroom “deepening”. In situational pedagogy, “deepening” is an important part of it, which is “perception” and “understanding”.