情境教学是充分利用形象,创设典型场景,激发学生的学习情绪,把认知活动和情感活动结合起来的一种教学模式。传统的语文情境教学只借助于讲、读时的联想,虽然符合儿童的形象思维特点,但儿童的这种思维受其认知的局限,在很大程度上制约了他们联想的完善,同时也直接影响了语文情境教学的效果。 Situational teaching is a teaching mode that makes full use of the image, creates typical scenes, stimulates students’ learning sentiment, and combines cognitive activities with emotional activities. Traditional Chinese situational teaching is only based on the speaking and reading association, which is in line with the child’s image thinking characteristics. However, this kind of thinking of children is restricted by their cognition to a large extent, which restricts the perfection of their association. It has a direct impact on the effectiveness of Chinese situational teaching.