论文部分内容阅读
所谓情境教学,是指通过教师创设与教材内容相符合的教学情境,制造一种能激起学生思考的条件和氛围,使学生在客观情境中获得具体的感受,从而激发其相应的情感,由此引导学生关注教学内容,产生积极的态度倾向,进而激发学生思考、探究的需要,发展其创造性思维。从教学情境的类别来看,有直观情境、问题情境、推理情境、想象情境、语言(故事)情境等。从营造教学情境的手段与方法来看,主要有:多媒体课件、故事启迪、知识竞赛、小品表演、角色模拟、辩论、讨论、演讲、记者采访、观看录像、歌曲回放等。
The so-called situational teaching refers to the creation of a teaching situation that is consistent with the content of the teaching materials by the teacher to create a condition and atmosphere that can arouse the students’ thinking so as to enable the students to obtain specific feelings in objective situations and thus stimulate their corresponding emotions. This guide students to focus on teaching content, resulting in a positive attitude, and then stimulate students to think, explore the need to develop their creative thinking. From the perspective of teaching situation categories, there are intuitive situations, problem situations, reasoning scenarios, imagination scenarios, language (story) scenarios. From the means and methods to create a teaching situation, there are mainly multimedia courseware, enlightenment of stories, knowledge contests, sketch performances, role simulation, debate, discussion, speeches, interviews with reporters, watching videos and song playback.