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情境教学理论自上世纪90年代初诞生以来,在教学实践中不断得到丰富和发展,越来越让从事教学研究的人们刮目相看。普遍的认识是以情境为核心的教学能够成功地唤起学习者的兴趣,能有效地进行意义的主动建构。课程改革以来,对于情境这两个字,我们已经太熟悉了,上至国家、省市的观摩课,下至学校的一节教研课,甚至普普通通的常态课,都会运用到情境。什么是情境?情境有什么作用和价值?情境创设有没有需要注意的地方?情境创设成败的关键是
Since its birth in the early 1990’s, situational teaching theory has been continuously enriched and developed in teaching practice, and more and more people engaged in teaching and research are admired. The common understanding is that situation-centered teaching can successfully arouse the interest of learners and effectively construct the meaning. Since the reform of the curriculum, we have become familiar with the context of these two words. From the observation class to the national, provincial and municipal levels, to the teaching and research section of a school, or even normal normal classes, we apply the situation. What is the situation? What is the role and value of the situation? Situation creation is no need to pay attention to the situation is the key to creating success or failure