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本文研究情境教学的组织策略,它强调过程性,从准备策略、实施策略、总结策略、评价策略四个阶段展开。其中,准备策略包括确定教学目标和内容;了解学生实际;筛选资源;设计情境和教学方案;准备设备和试操作;做好预案等。实施策略包括创设情境,灵活导入;教学目标、教学过程、教学方法的生成;师生互动;调整教学方案等。此外,教师要采取一些策略进行总结、评价。
This paper studies the organizational strategy of situational teaching. It emphasizes procedurality, starting from the four stages of preparing strategies, implementing strategies, summarizing strategies, and evaluating strategies. Among them, the preparation strategies include the determination of teaching objectives and content; understanding of students’ realities; screening of resources; design of situations and teaching plans; preparation of equipment and trial operations; Implementation strategies include the creation of contexts, flexible introduction; teaching objectives, teaching process, and the generation of teaching methods; teacher-student interaction; adjustment of teaching programs. In addition, teachers should adopt some strategies to summarize and evaluate.