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情境就是情与境的交融,它包括情感和环境两个方面的内容,恰如其分的情境,能唤起学生的想象、愉悦,能调动起学生求知的积极性,激发学生的学习兴趣,促使学生积极地思维探究,使学生在愉快的情境中学习,获得强烈的情感体验,从而全面提高学生的语文素质。教学论认为,学生的学习活动是认知因素的统一。学生总是在自身的脑体活动中,获得发展,没有学生活动就没有学生的发展。实践表明,最不容易忘的知识是学生亲自感受的知识。因此,在教学中应该围绕一定的教学内容,为学生创设一个渗透教育意图的、充满乐趣和智慧的学习情境,使他们通过感受、体会,产生一种顿悟的体验,从而获得各方面发展。几年来,笔者一直对小学语文教学情境教学方法进行研究,并初步尝到甜头,现在结合实例谈谈体会。
Situation is the blend of love and the environment. It includes two aspects of emotion and environment. The proper situation can arouse the imagination and pleasure of students, arouse their enthusiasm for seeking knowledge, stimulate students’ interest in learning and encourage students to actively think Explore, enable students to learn in a pleasant situation, access to a strong emotional experience, thereby enhancing the overall quality of students’ language. Teaching theory believes that students’ learning activities are the unity of cognitive factors. Students are always in their own brain activity, access to development, there is no student activity there is no student development. Practice shows that the most unforgettable knowledge is the knowledge of the students themselves. Therefore, in teaching, we should set up a learning environment full of fun and wisdom that infiltrates the intent of education, so as to enable them to develop in all aspects by feeling, understanding and producing a kind of insightful experience around a certain teaching content. Over the past few years, I have been on the teaching of primary language teaching situational teaching methods, and initially tasted the sweetness, now talk about the experience with examples.