The so-called situational teaching refers to a method of introducing or creating a specific situation or atmosphere suitable for the teaching content in order to achieve the established teaching purpose, stimulate students' emotional experience, help students understand the teaching content quickly and correctly, promote the all-round and harmonious development of students' quality and improve teaching efficiency. If teachers can create a good teaching situation, so that students can maintain a strong enthusiasm for learning in a relaxed and happy mood, teaching is bound to get twice the result with half the effort.
Second, how to implement situational teaching
There are many ways to create classroom teaching situations. Teachers should use it flexibly according to students' actual situation, teaching materials and other specific conditions, create emotional teaching situations suitable for students, and let students explore happily, deeply understand and firmly grasp historical knowledge in the blending of situations.
(A), through the language and emotion of teachers to create a historical situation
Teaching is accomplished through language, and language skills directly affect students' interest in learning. Therefore, attaching importance to the charm of language and the cooperation between language and other teaching methods is the key to the success of a class. If we create a relaxed. An active, artistic and emotional classroom atmosphere can make students bathe in the enjoyment of emotional art, stimulate students' interest and achieve the best teaching effect. For example, when telling the story of the December 19th Movement, we can tell the story of young students struggling with reactionary military police with strong feelings, so that students can feel the heroic patriotism of the December 19th students and inspire them to learn from them.
(B) with the help of music, create a suitable historical situation, so that students can experience history.
Music is used to express people's thoughts and feelings and reflect social life. It can best render the scene and create an atmosphere. Many revolutionary songs have been produced in China's modern history. Such as "Long March Songs" and "On the Songhua River". These revolutionary songs should be fully used in the teaching of modern history. For example, when talking about the "September 18th Incident", you can play the song "On the Songhua River" first, so that students can understand the feelings expressed by this song. By listening to music, the students deeply felt the nostalgia of the people in Northeast China for their hometown and the sadness of being forced to leave their hometown, and completely fell into the created situation. Then students enter the study and can quickly enter the state. Through the study of the content, students will hate Japanese aggression more and have a deeper understanding of the fall of the three northeastern provinces and the Kuomintang's non-resistance policy.
(3) Create historical situations through pictures and objects.
Using pictures, objects and other intuitive materials to show and explain can enrich students' perceptual knowledge and make them more receptive to knowledge; You can also simplify more complicated problems and visualize abstract problems so that students can understand them easily; It can fully mobilize students' learning enthusiasm and initiative, so that students can learn lively. For example, in the course of World War I, you can first make a modern tank model (children's electric toy tank) to attract students' attention and interest; Then ask, what was the first tank on the battlefield like? In which war was it first used? Through such questions, students' thinking can be activated and their interest can be stimulated. Through the cooperation of language and objects, students are attracted at once, which lays a good foundation for the success of a class. "
(D) Using modern teaching methods to show the historical situation.
Modern teaching facilities provide conditions for the reproduction of historical situations and broaden the teaching path. Teachers can use a variety of modern teaching methods to turn empty history into vivid "images" and show them to students. In this way, the teaching content is intuitive and sensible, which will stimulate students' interest and activate the history classroom. For example, when studying the "Nanjing Massacre", we can reproduce history through short films, lead students to travel through time and space, feel history, and present the brutal crimes of the Japanese army to students intuitively and shockingly. This not only narrows the distance between history and reality, but also gives students a more concrete and profound understanding of the brutality of the Japanese army.
Third, under the background of the new curriculum, matters needing attention in creating classroom teaching situations
Although situational creation plays an important role, if it is not set properly, it will not achieve the expected effect. What kind of learning situation setting is effective? In my opinion, an effective learning situation should have the following characteristics.
1. Situation creation should conform to students' cognitive structure.
When creating life-oriented situations, teachers should first put themselves in their own shoes: what are the existing life experiences of students after learning these historical knowledge? Then, after refining and processing, it creates a historical situation that is suitable for students' reality, familiar and interesting to students.
2. Situation creation should be as real as possible.
To create teaching situations, first, we should pay attention to connecting with students' real life, and discover and tap the resources of learning situations in vivid daily life. The second is to tap and make use of students' experience, which embodies the teaching concept that "students' original knowledge and experience are the starting point of teaching activities".
3. Situational creation should have moderate complexity.
The problems that students are required to think and solve must be difficult, and students must go through the process of active and even arduous thinking, cooperation and inquiry to get the answer; The problem of setting should also have a certain level, as well as the depth of system structure and historical theory, which can make logical analysis, meet the knowledge requirements of the system, and promote students' thinking activities more and more deeply.
4. Situation creation should have emotion.
In situational teaching, students' knowledge-seeking activities should change with the change of mood. Emotion is one of the internal factors of situational teaching. When creating teaching situations, we should carefully distinguish and choose, and fully consider whether there are rich emotional factors.
5. Situation creation should reflect subjectivity.
Learning situations should mainly focus on students' life world. On the one hand, it should be constructed by teachers and students on the premise of ensuring students' dominant position. On the other hand, the creation of learning situations should not only consider the individual needs of students. When creating learning situations, teachers are not allowed to be the center, and only students are not allowed to be considered. Instead, we should give consideration to multi-subjects, that is, the positive interaction between teachers and each student, so as to achieve the purpose of jointly constructing learning.
6. Situation creation should be changeable.
The learning situation should maintain proper complexity and integrity, and at the same time give full play to students' initiative in learning. However, the time of classroom teaching is limited, and the two often conflict in operation. This requires that the learning situation should be variable, and it is better to divide it into several parts, so that teachers can handle it flexibly according to time needs on the basis of ensuring its integrity. Students' daily life is constantly changing, and teachers' knowledge and experience will be gradually enriched with the increase of teaching experience. Teachers' grasp of the same knowledge content will not remain unchanged. The learning situation should be updated in time with the changes of real life and the mature state of teachers. It is impossible for a certain learning situation to remain unchanged after it is selected, otherwise it will make the learning situation lose its due attraction.
In a word, situational teaching is a teaching art. As long as we are good at creating and paying attention to methods, we will improve students' interest in learning and achieve the expected teaching goals.