In ancient China, situational teaching was a bright pearl and a treasure of education. "Jing" mainly comes from an important concept in China's ancient aesthetics, that is, the realm of emotion and harmony. It embodies the overall harmony and unity between people and educational environment, and has the characteristics of affinity, aesthetics, experience, integrity and generation.
Many foreign educators have left their thoughts and experiences on the teaching situation in their educational works and teaching practice. Dewey, a famous American educator, believes that "schools attach too much importance to students' accumulation and acquisition of knowledge materials in order to copy them in classroom questions and answers and exams" and "knowledge itself is often regarded as an end, so students' goal is to accumulate knowledge and show it off when necessary". Learning materials are divorced from children's life situations, making the school a place where children's thinking is bound. On the basis of "learning by doing", Dewey designed a teaching method called "five-step thinking". 1. Arrange the real situation; 2. There should be a topic to stimulate thinking in the situation; 3. Have available information and make assumptions to solve the problem; 4. Verify the hypothesis in the activity; 5. Draw a conclusion according to the verification results. This teaching method embodies the importance of creating a good situation. Good teaching situation is the starting point and background of students' learning, and it is also the stimulus and motivation to support students' continuous learning.
At present, many scholars, experts and teachers in China have carried out theoretical exploration and teaching practice on situational teaching. Teacher Li Jilin (Li Jilin) is a special teacher. She is currently the director of Jiangsu Institute of Situational Education and the vice president of China Education Association. As a representative figure of situational education in China, a series of theories and operation modes of situational education have been formed. Her monograph "Experiment and Research on Situational Teaching" is the first important work to study the theory of situational teaching in China, which has created a new situation of situational teaching in China. Situation needs physical environment, and environment is a kind of material existence. But as an emotional environment, those material factors, with their emotional colors and the aura of people's subjective emotions, are formed when emotions and the environment really blend. In the sense of teaching and education, we may also need a kind of material support and some technical assistance, but the most important thing is to form an ecosystem. This situation should be holistic, flexible and open, and its core should be conducive to the development of students. Li Jilin compared children to birds many times. She said: "Situational education is to add wings to children, stir up the wings of imagination with emotions, let children's minds fly, let children's hearts fly, and fly happily to a beautiful, intelligent and infinitely bright fairy tale kingdom."
Types of teaching situations
The teaching situation created by Si Pin class should be adapted to the teaching content, so the teaching situation created by Si Pin class is as complicated as the teaching content. Therefore, the thinking class has created a variety of teaching situations. According to the different support points of situation creation, we divide teaching situations into the following categories:
(A) the creation of teaching situations with the help of objects and images
Physical objects in teaching mainly refer to physical objects, models, specimens, experiments and visits.
In teaching, image is an intuitive tool, which includes blackboard writing, pictures, wall charts, slides, videos, movies, computers and other audio-visual teaching means.
This teaching situation is widely used in morality and life, but it is also widely used in morality and society. For example, the lesson "Global Travel" in grade five involves a variety of food cultures around the world (China pays attention to color, fragrance and taste, while western food pays attention to nutrition and collocation is also very casual; Dining etiquette, etc. ), beautiful and diverse costumes (suits, Arabic costumes, Korean costumes, China's cheongsam, Japanese kimono, etc. ), colorful festivals (Spring Festival in China, running of the bulls in Spain, International Children's Day, Teachers' Day, Christmas, Carnival, etc. ), grotesque dwellings (the book introduces Malaysian dwellings, British dwellings and Canadian dwellings, and teachers can collect information about other dwellings).
(B) with the help of actions (activities) to create a teaching situation
The visualization of action mainly refers to the operation from a scientific perspective, mainly refers to the performance from an artistic perspective.
(1) Operation: Students' operation of learning tools can visualize a lot of abstract knowledge, and the operation is characterized by visualization of actions, thus organically combining action thinking with visual thinking.
(2) Performance: Performance is a high-level visualization, because it is not only the external image of the teaching content, but also shows the inner world of the characters. Suhomlinski said: "In essence, all children are born artists." In fact, children not only have potential acting talent, but also have personality characteristics that love acting. Performance can effectively mobilize and give play to children's enthusiasm and creativity.
For example, when teaching you what you need to get along with your classmates in senior two, a teacher carefully designed three small situations: a new classmate came to Class A, his clothes were old and his schoolbag was patched. The teacher introduced that his family is poor, and I hope everyone can help him more. In Class B, Xiaoli can't answer the teacher's questions. Instead of criticizing her, the teacher asked her to sit down. However, Xiaoli cried after class. C Xiaogang is usually naughty, but he can show his talents in the sports meeting. Well, he is taking part in the1500m long-distance race, and he is about to sprint ... What would you do if they were your classmates in the face of the above three situations? Teachers organize students to perform their own methods.
(3) Activities: The intuitive situation generated by students' activities also has its teaching significance. Based on the perceptual materials obtained in the activity, further analysis and thinking can successfully solve practical problems. For example, when teaching "Make a Golden Idea" in the first year, we can start from the first half of the teaching, make students willing to think and be proud of coming up with golden ideas, and then we can take students to engage in a "problem-finding" activity at school, so that students can take a careful walk and have a look at the school, first find out the areas that need improvement on campus, and then find practical golden ideas according to the problems found in the activity. This small activity seems simple, but it can pave the way for students to think and explore.
(4) demonstration. Demonstrations can also create intuitive situations.
(C) the teaching situation created by language
The vividness of language expression can make the listener's mind present a vivid and concise picture, rather than some abstract semantic codes. For example, when teaching in the spring, teachers can collect sentences about spring with students, including essays, poems, children's songs, nursery rhymes and so on. Let students really experience the beauty of spring through perceptual reading and have a love for spring. From the perspective of teaching art, the requirements of visual language expression:
(1) Reading aloud-full of sound and emotion
Reading aloud with sound and affection can bring students into the artistic realm of works, so that students can be there, smell their voices and see the scenes described by their teachers in their minds. Only when students read aloud with emotion can they arouse the image of beauty in the text, thus plucking the strings in students' hearts and resonating in the depths of their thoughts. Besides reading aloud with expression, the simulation of sound is also vivid, which is a higher level of visualization.
(2) Description-vivid.
Teachers' vivid descriptions can also make abstract concepts vivid. In teaching, the more abstract concepts are established, the more vivid description and imagination are often needed.
(3) metaphor-apt and wonderful
Metaphor is to compare what you want to say with similar things in order to express it more vividly. Making good use of metaphors will not only make abstract things concrete, but also make difficult things easy to understand.
(D) the teaching situation created by the relationship between old and new knowledge
Students' learning of new knowledge is based on old knowledge, or extended and developed on the basis of old knowledge, or added new content on the basis of old knowledge, or reorganized or transformed from old knowledge, so old knowledge is the most direct and commonly used cognitive stop for learning new knowledge.
For example, there is a lesson "All kinds of rules and safety" in the third grade textbook. Through learning, students learn simple safety knowledge and how to pay attention to safety in daily life. In the fourth grade, I want to learn "Safety in Life". This lesson is an expansion and promotion based on the knowledge level of Grade Three. So when we talk about this lesson, we can create situations with the help of the relationship between old and new knowledge. One teacher did this: at the beginning of class, he divided the students into four teams and organized a safety knowledge contest. Each team quickly selected three players, others served as cheerleaders, and the teacher served as the host of the competition. The competition is divided into three parts: required questions, scrambled questions and risky questions. In this competition, every student tried his best to express the safety knowledge and skills he had learned before. Cheerleading classmates are actually thinking together. At the end of the ten-minute competition, the teacher said, "The students have mastered some safety knowledge and skills, some of which were learned in class before, and some of which were accumulated in daily life. Indeed, safety is too important for each of us, even related to everyone's life and family happiness. Therefore, today we will continue to learn more. "
In this way, students are more interested in learning and more serious. This is a successful situation creation.
(E) Creating teaching situations with the help of "background"
The so-called background knowledge refers to the general term of knowledge related to the content of teaching materials. The background knowledge of our thinking class mainly includes: celebrity stories, background of the times, historical allusions and so on. There are columns such as "small information", "related links" and "small knowledge" in the textbooks of senior grades. In fact, these are all background materials that can be fully utilized. In addition, teachers can collect more relevant knowledge and introduce these contents to students, so that their learning can be integrated and they can better understand and master the knowledge viewpoint.
Now, preparing lessons requires teachers to set out from the new curriculum concept, strive to implement students' dominant position in learning, work hard to implement each student's autonomous learning, work hard to implement students' cooperative learning, fully mobilize each student's learning enthusiasm, work hard to prevent students' learning activities from becoming a mere formality, and effectively improve classroom efficiency. In the part of curriculum standards on the development and utilization of curriculum resources, it says: "The resources of this course are diverse and open, which can include all kinds of tangible and intangible resources: textbooks, teachers' guides, audio-visual materials and the Internet; Other subjects, classes or school activities. It can be seen that this is to encourage our front-line teachers to independently develop teaching resources according to the actual situation of schools and students. However, we can't go to extremes in educational work, and there is also such a content in the curriculum standard: the activity cases suggested in textbooks or teachers' guidance books should reflect the objectives and contents of this course as much as possible and should be regarded as one of the basic curriculum resources. Therefore, we should make full use of the "small materials", "related links" and "fragmentary knowledge" in the teaching materials.
(6) Creating teaching situations by asking questions.
The core of quality education advocated at present is to cultivate students' innovative consciousness, innovative spirit and innovative personality. Heisenberg, the Nobel Prize winner, said with deep feelings: "First, ask questions, then answer questions." Finding problems is the most important link in thinking activities. Thinking without problems is superficial and passive. Only when students think deeply and need to ask a "why" can their thinking really begin. Therefore, teachers should strive to create an atmosphere of students' questioning and use question materials correctly, so as to facilitate the positive development of students' thinking activities and maximize their potential.
The research of modern teaching theory points out that, in essence, perception is not the fundamental reason of learning (although students need to perceive learning), but the fundamental reason of learning is the problem. Therefore, although there are many types and forms of teaching situations, it is especially important to emphasize problem situations and problem awareness. Problems are the starting point of scientific research and the golden key of any science. On the one hand, it emphasizes learning through questions, taking questions as the driving force, starting point and the main thread throughout the learning process; On the other hand, problems are generated through learning, and the learning process is regarded as the process of finding, asking, analyzing and solving problems.
Not all questions have the function of guiding students to the road of creation. Gajser, a professor of psychology at the University of Chicago, divides "problems" into three categories, namely presentation, discovery and creation. Asking questions refers to the questions given by teachers or textbooks, and their ideas and answers are ready-made, which directly reflect the thinking of teachers and textbook writers. Obviously, such questions are not the product of students' active participation, and they often pursue standard answers, thus suppressing the spirit of seeking differences and questioning to some extent. In contrast, the questions of "discovery" and "creation" are more creative. The common feature of these two kinds of problems is: 1. Judging from the process of problem generation, it is the result of students' thinking and exploration in the learning process, the result of "anger" and "frustration", and it has certain autonomy. 2. From the process of problem solving, because of its strong internal driving force, students generally pursue, explore and solve problems, showing persistent pursuit. 3. From the characteristics of the problem itself, it is not the product of the teacher's unified requirements, but will be more personalized, which is the performance of individual thinking. 4. Judging from the answers to the questions, it has certain openness. The difference between the two is that creativity is a question that people have never asked and is the forerunner of invention; Most of the answers to discovery questions are known, and the process of discovery learning is the re-creation of situations. From the perspective of human cognition, it does not provide new insights, but from the perspective of students' cognitive personality, it is an independent discovery and an exploration. Only when the consciousness and thinking formed in the process of exploration develop can the real creation and discovery be realized.
The above types are not all extensions of teaching situations, and they are varied and colorful. So there are many interpretations and definitions of it. For example, Jonathan described the situation in the book "Theoretical Basis of Learning Environment": "The situation is to use a familiar reference to help learners connect a concept to be explored with familiar experiences and guide them to use these experiences to explain, illustrate and form their own scientific knowledge." According to the different influences of stimuli on children's sensory or thinking activities, Teacher Li Jilin roughly divides situations into entity situations, simulation situations, speech situations, imagination situations and reasoning situations. For our teachers, it is important to grasp the essence and function of teaching situation and promote students' meaningful learning!