Teaching is a purposeful behavior and a meaningful activity for children to seek development. The purpose of teaching can only be achieved through the active participation, internalization and absorption of learners themselves. This essential attribute of teaching determines that students are the main body of teaching activities, and whether they can actively participate in teaching becomes the key to success or failure. Situational teaching aims at children's learning initiative, brings children into the situation and stimulates their learning motivation in the fun of inquiry; And in the constant situation, constantly strengthen the learning motivation. Generally speaking, stimulating learning motivation is an important step in learning new courses. Situational teaching pays great attention to mastering this link and takes different forms according to different teaching materials: or creating problem situations to arouse suspense and let children learn because of curiosity; Or draw a picture, present an image, produce aesthetic feeling, and let children learn because they love beauty; Or show the real thing, cause thinking in observation, and let children learn because of inquiry; Or contact the child's existing life experience to create a sense of intimacy, so that children can learn and form concerns because they are close to life; Or touch the child's emotional field, resonate with the soul, and let the child learn because of the emotional drive ... Whether it is curiosity about knowledge or concern about emotional needs, it can prompt the child to form a psychology of trying to explore. The formation of this inquiry psychology is a kind of satisfaction and fun for children with curiosity and thirst for knowledge. The process can be simply summarized as: exploration → satisfaction → fun → endogenous motivation. This ensures that children can actively participate in teaching activities with warm emotions when they come into contact with new classes.
After children's learning motivation is stimulated, if the teaching process is rigid and single, children will be disappointed, weaken the formed motivation and even disappear. Therefore, after bringing children into the situation, teachers should make the situation a continuous and dynamic object according to the development of the plot and the needs of the text content. Teachers should consciously bring children into the relevant situations described in the text step by step, so that children can feel that "the situation is in front of them" and "I am in the situation", and the characters described in the text can appear vividly in front of them; A specific space described in this article, in which children can set foot, seems to have entered a place where one can see, hear, enjoy scenery and things. The objective teaching situation is fascinating, and the enthusiasm of children after entering the situation in turn enriches the winning situation. Their heartfelt smiles, crying, shocked indignation, and scrambling to express their feelings and opinions all strengthen children's learning motivation in the continuation of this interaction between "emotion" and "environment". In this way, teaching has become an interesting and meaningful activity that I am willing to participate in. They can't help but wave their raised hands and hint to the teachers: "I know", "I will" and "Please let me talk, teacher". At this time, learning has become a kind of "self-need" for children. Here, there is no boring learning atmosphere, no compulsion, no instructions, and I am completely out of the passive coping state. The fun of inquiry belongs not only to a few top students, but to all students. Driven by this enthusiasm, students are happy for knowledge and excited and excited for inquiry, reaching a much richer and broader realm than expected teaching objectives. When the teacher told them to finish class, they rushed to the teacher again, and even consciously lined up to talk to the teacher about the questions they didn't have time to ask in class, but they didn't have a chance to express their feelings. When teachers smile and nod after listening to their expressions, the sense of satisfaction and balance will make them feel endless fun and get a spiritual enjoyment. In this case, the teacher's mood can't help rising. A kind of work pleasure drives him/her to devote himself/her to teaching activities with greater enthusiasm, which further stimulates students' learning motivation, cultivates students' learning motivation, cultivates students' interest in enriching the spiritual world, truly turns students' passive learning into "self-need", and makes their learning motivation stable, sustained and strengthened, from class to school, and even into the long study life in the future. Comprehending teaching materials in the pleasure of aesthetic experience ── Changing single "listening and analyzing" into various feelings.
After learning motivation is aroused, children will study textbooks with great interest. The current Chinese textbooks for primary schools can be said to be full of children's interests. The selected essays are vivid and full of love and prose, covering astronomical geography, space, historical facts, contemporary heroes, interesting childhood stories and so on. , showing children a colorful world with different styles that children like to see and hear. Therefore, primary school textbooks are generally loved by children. Every time they get a new book, they can't wait to read it one by one. The aesthetic feeling of primary school Chinese textbooks helps us to open our minds: that is, by optimizing the situation, we can guide children to perceive the textbooks from the pleasure of feeling beauty.
1, rich image infection:
The combination of intuitive means and language description can make the Chinese teaching in primary schools achieve unexpected results. Situations show children perceivable life scenes, vivid pictures, musical melodies, role-playing or physical demonstrations. These concrete and vivid images are cognitive preparation for children to understand the language, and they are also emotional preparation for understanding. After entering the situation, children, as aesthetic subjects, feel and experience through their senses and hearts. Teachers guide children to stare with their eyes, listen with their ears, and experience with their hearts ... In the infection of images, they gradually feel the beauty endowed by works, a gentle beauty, a magnificent beauty, or a lofty beauty. ...
2. Real emotional experience:
While students feel the image in the situation, the teacher's language description not only dominates children's attention, but also urges children to be happy because of aesthetic feeling, willing to continue to pay attention to the object of the situation and take the initiative to accept it, thus producing an attitude experience of satisfaction, pleasure, sadness, love, hate or anger. Learning the text describing the mountains and rivers of the motherland can enter the situation through imaginary travel. The rich Xisha Islands and Guilin landscape in the south of the motherland, the grasslands in the north and the beautiful Xiaoxing 'anling can make children feel the beauty and magnificence of the mountains and rivers of the motherland and have a love for them. Learn the texts of heroes, create imaginary situations through teachers' affectionate language descriptions and appropriate music or pictures, cross the long river of history and shorten the distance between time and space, so that the glorious images of heroes such as Huang Jiguang, Qiu, Wang Ruofei and Liu Hulan described in the texts can be presented to children, and even the call of heroes to shock the world can be heard. From the children's breathless listening, eyes shining with strange light, and heartfelt emotional reading, we can know that the children are deeply excited about this heroic feat. The real experience aroused the children's solemn and stirring reverence. Learning popular science texts will enable children to enter the simulation situation of creating and inventing, and play the long-awaited roles such as "scientist", "doctor" and "diver" that they love to see and hear, conduct simulation operations, experience the joy of creating success, and generate feelings of loving science and exploring the unknown.
3, the combination of image thinking and abstract thinking:
The enlightenment of latent wisdom enriches the infection of images and the experience of real emotions, which not only provides "resources" for children's thinking, but also enables children's thinking activities to enter the best psychological state and communicate, compound and operate quickly. On the one hand, thinking in images is active, and association and imagination activities are carried out accordingly. The simulation of the situation makes the image of the situation rough and similar, leaving a broad imagination space for children to spread their imagination wings and fly to the far-reaching artistic conception described in the textbook; On the other hand, due to the function of form and emotion, children's abstract thinking changes from difficult to easy. The understanding of the text includes not only the concrete image infection and emotional experience, but also the understanding of the internal thoughts of the text from the outside to the inside. Take the second-year students studying Firefly as an example. When they feel the vivid images of fireflies "holding a small lamp", "on the grass on a summer night" and "carefully looking after the world of flowers and plants", the teachers seize the two rich words of "care" and "care" to let the children discuss. The children really replied: "Because fireflies are afraid to wake up flowers and plants", "Fireflies are afraid to burn flowers and plants with their own lights", "Fireflies know that they sleep well at night and bloom more beautifully during the day" and "Fireflies are afraid that bad people will hurt flowers and plants" ... From the children's answers, it is not difficult to see that they are studying hard and reading with emotion. In this way, their understanding of the text language has gone far beyond the literal interpretation of the notes.
"Caution" is not a general "carefulness" or "carelessness". "Care" is not only "caution" or "watch", but also includes "meticulous care and care". In this way, children understand the meaning, image, emotional color and nuances of words one by one. Mastering the language of teaching materials helps children to understand the ideological content of the text more deeply. Finally, let the children imagine themselves as fireflies, and they made a vivid summary with their real feelings: although they "burned themselves", "as long as I can follow the world of flowers and plants", "I am at ease", "I am happy" and "I am satisfied", some children even popped up a sentence "I have no regrets" at last. This is how students think from concrete to abstract and understand the philosophy of the text.
It is not difficult to see that by optimizing the situation, students can gain image infection, emotional experience and wisdom enlightenment in aesthetic pleasure, and their learning motivation is constantly strengthened, which effectively promotes children to master the language of teaching materials. In this way, the above factors constitute an interactive continuum and continue to develop, among which the factors have been deepened and the overall situation has been enriched. Children's moral education, thinking education and aesthetic education are all carried out imperceptibly in this process. In this way, Chinese teaching is not only the mastery of learning tools, but also the harvest of wisdom, thought, morality and aesthetics, which fully completes the tasks of cognition, education and development. In the fun of creation, naturally cooperate with the interaction between the two hemispheres of the brain-turn repeated memories into flexible use of knowledge.
Judging from the current Chinese teaching, from the injection and analysis in the classroom to the "sea-style" homework after class, language is learned through repeated memory, which leads to the over-education of the left hemisphere of the brain. Brain science tells us that "only one hemisphere is allowed to be dominant when the brain completes a specific task", so in the long run, it will lead to the weakening of the right brain. The inhibition of the right brain will eventually hinder the development of children's potential creative talents.
Situational teaching skillfully combines children's cognitive activities with emotional activities to achieve balance and coordinate the interaction between the two hemispheres of the brain because of its own characteristics of truth, emotion, distance and meaning. Children can enter the situation because the situation has images such as pictures, music, role-playing and life scenes, which are regulated and dominated by teachers. The teacher entered the situation wholeheartedly with sincere feelings that resonated with the author. At this time, the situation is not only a scene and picture composed of things and shapes, but also permeated and even filled with teachers' emotions. With the joint efforts of this "emotion" and "environment", children's emotions are also stimulated. Emotion is the link of situational teaching. The exchange and complementarity of teachers and students' emotions greatly enriches and sublimates the "realm" of combining simple and intuitive means with language, thus making teaching activities enter a selfless and almost unconscious symbiotic state between teachers and students. This kind of physical and emotional stimulation will inevitably activate the right brain and make the left brain in a temporary "rest period", which is a very important guarantee for regulating children's psychology and promoting children's energetic and lively study. In this specific situation related to teaching materials, we can effectively train our feelings, cultivate our intuition and develop our creativity. As far as the lofty goal of education is concerned, that is, improving students' understanding and cultivating creative talents, situational teaching has shown its value to the development of children's right brain.
1, training feeling:
Feeling is the first channel for human beings to know the world. "Everything that enters human reason is realized through feeling" (Rousseau's language). Children's senses can become increasingly acute through training; If you don't train carefully, you will become dull. Sensory dullness will inevitably become an obstacle for children to improve their intuition and understanding. Therefore, we should pay close attention to the period when children have great sensory plasticity and cultivate them. This task is entrusted not only to music, physical education, aesthetic education and other disciplines, but also to Chinese teaching. The vivid means of situational teaching, whether listening, watching or operating, can act on children's senses, and children's senses are becoming more and more acute here. In the situation, the teacher's language description, from the teaching purpose, is the theme or detail that guides children to perceive and experience the situation; From the perspective of cultivating feelings, it is guiding children to "see", "listen" and "operate". The child's vision and sense of action become sharp and perfect in this constantly guided excitement. It's true. The children in the experimental class really have bright eyes and sharp ears. There is a sawed-off tree by the wall, and they will all look around it to find the difference between trunk and branch. When observing the annular eclipse, they will find that the shadows under the ground are also different; At night, when they hear the sound of "rain", they will go outside and find that the ice beads are falling, so they can observe the bouncing shape of the ice beads when they fall and see their transparency in their hands ... Numerous facts have proved that the training of feeling makes children pay more attention to and sensitive to the world around them, broadens the channels for them to further understand the world and becomes an important basis for their thinking, imagination and creation.
2, cultivate intuition:
Situational teaching pays attention to training feelings and activating the right brain, which is very beneficial to the cultivation of intuition. Most of the creations of human society can be said to be the result of "intuitive leap". In order to improve people's understanding, it is necessary to cultivate children's intuition from an early age. Intuition is different from feeling, but it cannot be cultivated without feeling. Intuition is only possible when you have a keen feeling. When children enter a specific aesthetic situation, their right brain is active in nonverbal thinking because their senses accept a vivid image, which often produces a very "natural feeling" or intuitive feedback in an instant, such as "This text is really beautiful", "Lobster must climb faster than tortoise", "Red coral and white coral, I prefer red coral", "Dandelion grew up sucking the milk of Mother Earth" and "Dandelion". You can't swim, you can't find your mother. "These intuitive, general guesses and judgments made at once are the manifestations of children's intuitive level. Of course, this is a very elementary and low-level intuitive level. The germination of this intuition was cherished by the teachers in the experimental class, and was warmly encouraged and affirmed in time: "It feels so good! It's not easy to see it at once! "Not only that, but also use intuitive feedback to stimulate and strengthen learning motivation, and guide children to make preliminary logical deduction through simple deduction to verify whether their intuition is correct, so as to further understand the things themselves and deepen their understanding of the ideas contained in the text. By observing the situation for a long time, we can train our senses, strengthen our feelings, accumulate a lot of appearances and experiences, highlight and emphasize a certain part of the situation, and make children's potential intuition collide with external favorable factors, so that generate can think intuitively. Although the cultivation of children's intuition is only the initial stage of enlightenment, it takes a long time, which is of great significance to stimulate and develop the potential of the right brain and improve children's understanding.
3, development and creation:
Situational teaching pays attention to the training of feeling and intuition, which is actually aimed at developing children's creativity. The vivid image and warm emotion in the situation make the image in front of us and the image in children's visual memory series leap forward continuously. The activities of association and imagination are almost unconscious, and the nonverbal thinking of the right brain is very active. Teachers in the experimental class make full use of this situation to promote and encourage the emotional exchange between teachers and students and the creative atmosphere of teaching democracy. In this case, children's potential creativity is easy to suddenly appear, but teachers need to inspire and guide them to carry out various combinations of new images, and combine the characteristics of the subject to change the repeated memory and creative language training. Start with the text, or change the genre, or change the characters, or add roles, or tell stories, or express feelings, or reason. From the perspective of language form, there are monologues, dialogues and multi-role performances, so that children can flexibly use the rhetorical devices they have learned and their creativity can be expressed. When children's creative talents are brought into full play, teachers guide children to experience the fun of creation in time. The happiness of creation is the greatest and highest level of happiness among many people.
Situational teaching pays attention to the training of feeling, the cultivation of intuition and the development of creativity, which permeates the process of image-emotion-imagination, bringing infinite happiness and vitality to children and promoting the excitement and activation of the right brain. Situational teaching is not only limited to this, but also guides children to organically combine images with text language, and deepen their understanding of textbook language through a series of language activities such as reading aloud, retelling, application, deliberation and appreciation. And through the language of the textbook, introduce the internal emotional experience of the work, and summarize and understand the ideas and viewpoints of the textbook. This naturally urges children to think in language, including logical thinking, or to find out the cause and effect, or to compare judgments. The logical thinking activities of these languages have to rely on the function of the left hemisphere of the brain to arouse the excitement of the left hemisphere. However, the acquired form and emotion are the "resources" of children's language thinking, logical analysis and reasoning. This forms a state in which the two hemispheres of the brain are alternately excited, which complement each other and coordinate the interaction between the two hemispheres of the brain. Because of the change of brain excitement, children keep getting a sense of freshness, and the excitement lasts, and the classroom naturally presents a lively scene. It is gratifying that children's imagination, intuition and creative spirit have been well cultivated and developed in this long teaching process. In the fun of knowing the world around us, balance the development of two signal systems-changing closed reading and receiving into open and extensive storage.
Man is the son of nature, and nature is the foundation of human life and the source of wisdom. The varied, colorful and natural sounds of nature have become textbooks for children's aesthetic education. Many famous articles in Chinese textbooks are drawn from nature. However, the "injection" teaching has forgotten the good book of nature and this vast and colorful classroom. Chinese teaching separates the high wall of the school from nature. Simple language thinking not only breaks the balance between the second signal system and the first signal system, but also gradually leads to the exhaustion of the second signal system. According to Pavlov's theory, words and symbols need to be constantly strengthened from the image by connecting with the surrounding world and life. It can be said that the complex process of language automation from infancy to preschool, from words to phrases, from multiple words to sentences, is completed independently without teachers and textbooks. It is because babies have absorbed rich nutrition in the embrace of nature and developed their senses rapidly in specific situations of life, thus gradually learning languages and mastering symbols. Keep the balance between the two signal systems, but we often discard the successful experience of children's autonomous learning, and unconsciously cut off the connection between the two signal systems that children naturally maintain, so as to lose the balance between them. This is an easy mistake for Chinese teachers in primary schools. We should conform to nature, make use of children's language learning experience, and let children return to nature and throw themselves into the vast and rich embrace of the surrounding world.
Situational teaching is to master the law of children's understanding of the world and learning language, pay full attention to children's contact with nature, and guide children to gradually understand the world around them from near to far, from outside to inside. Many experimental classes have specially set up observation and oral English, writing and field activities, which provide a guarantee for children to get in touch with nature and the surrounding world and keep the balance between the two signal systems. Through the opening of these classes, teachers take the children to feel the vitality of spring and the lush summer; Experience the dedication of autumn and the gestation of winter. Observe how the sun makes mankind move from darkness to light; How the moon passes through the clouds and follows the subtle dynamics of children. Feel the momentum, brightness, color and ferocity of the sunrise; Experience the tranquility, gentleness and mythical artistic conception of the trip to the moon; Think about the causal relationship between celestial bodies in the universe and the four seasons in the world. The gradual drop of spring rain, the rumble of thunderstorm, the misty morning fog and the purity of snow all make children observe, appreciate, appreciate and think carefully. ...
When leading children into the embrace of the surrounding world, the experimental class should optimize the vivid scenes of the surrounding world from the perspectives of seeking closeness, beauty and width, and set up field activity bases in the fields near the school according to local conditions. A small river, a farmland, a small forest and an ancient pagoda there have all become a corner for children to know the world around them in their early days. It is here that the experimental class began, starting from the children's side, carefully and orderly opening the window to the wider world.
In the experimental class, children keep in touch with the surrounding environment, fully appreciate the beauty endowed by nature, and gradually understand social life. The spark of children's wisdom is ignited in the meantime, and the rich perception widely stores the appearance of the surrounding world, opening up an inexhaustible source for the second signal system. In this process, the teaching of the experimental class also pays attention to the organic combination of letting children get in touch with the surrounding world, understanding nature, enlightening wisdom and moral and aesthetic education.
1, gradually understand nature:
The world around us is a relative space, a colorful world composed of nature and social life. Among them, nature, with its unique richness and unparalleled beauty, has become a scene that particularly attracts children. However, nature should not be exposed to children in an unobstructed view, and the veil of nature must be gradually unveiled in front of children. Take the river at the school gate as an example, how to take children to go often, without repetition, and only let them get familiar with it step by step. For the first time, the teacher took the children to the river to help them know "this is a small river", "a winding river", "there are bridges on the river", "there are trees on the west bank of the river" and "there are reeds", so that the children can know the shape, spatial position and main scenery of the river bank. The second time I came to the river, I asked the children to sit by the river and pay attention. The boat is swinging leisurely on the water, and ducks are quacking behind. Then I asked the children to guess what would be at the bottom of the river from the scenery on the river. As a result, shrimp, small fish, pebbles, small snails and small turtles will all flash in front of the children-this poetic river gave birth to the fairy tale of "small fish and shrimp meet unexpectedly" and the story of "tortoise and snail race" in the embrace of nature. A text with eight new words, "winding river, crossing the stone bridge, bypassing the field, gushing", is easy for children who have just entered the first grade. These words entered the children's consciousness with bright colors and sounds, leaving an indelible visual memory. If we don't know the river by our senses, the words such as "stone bridge", "field" and "distant place" and the verbs such as "wear", "detour" and "flow" in the text will take great efforts to explain to the children, and the result may still be confused. This fully shows that only when the first signal system provides "resources" can the language thinking development of the second signal system have a foundation. Strong foundation and rapid development are inevitable. Later, when I was a senior, I could also carry out some activities such as "unusual experience of suspension bridge on the river", "We walked along the river", "Frog concert by the river", "Where did the tadpoles go", "In the reeds by the river", "The river was frozen" and "Wild flowers by the river". Only from this small corner can children learn, observe and experience. Many other scenes are also carried out step by step, and the face of nature is always fresh and attractive in the hearts of children. Children's feelings for nature are also accumulated over time, intentionally or unintentionally. On the contrary, without nature, there is no beauty of nature and ecological balance, just empty talk. Because there is no perceptual knowledge, there is no rational knowledge.
2. Concentrate on enlightening wisdom:
Although a scene around the world is a corner of the vast world, the changes of this thing and that thing, phenomenon A and phenomenon B, and causality can all cause children to think. In the face of specific situations, it feels real, thinking has material, and reasoning is easy to find a basis. This is more suitable for the transition and development of school-age children's concrete image thinking to abstract logical thinking. For example, the third-grade children got to know cauliflower and wrote a situational composition of "Cauliflower Champion", because they saw golden rape flowers, flower-like bean curd, cauliflower bigger than a big steamed stuffed bun, and saw the strong smell of cauliflower blowing, as if they had entered the kingdom of cauliflower. Vivid images enrich emotions and actively develop thinking activities. They asked themselves, "Who will judge the cauliflower competition?" It was their own decision again: "Please ask butterflies and bees to be judges." In the field, the children chirped and discussed happily like a group of birds: "The silkworm bean flower is hidden under the bean leaves, and its modesty is unparalleled." "Rape flowers look good, there are many seeds, and the oil squeezed out can flow into a river, which is the real champion of cauliflower!" "Wild vegetables and flowers are everywhere, and they are not clean and can't be dug up. Even wildfires can't burn out, and she has the strongest vitality. " The "cauliflower contest" has become a competition for children's thinking ability, imagination ability and language ability. As for the observation of celestial bodies and phenomena, it is unnecessary to list the active degree of children's thinking. Because of the balance of the two signal systems, children have rich imagination and broad ideas.
3. Combination of moral education and aesthetic education:
Nature does not exist in isolation. When it is linked with people, it is bound to be linked with society, which contains moral, ethical and aesthetic interests. Therefore, the experimental class organically infiltrated ideological education, moral education and the influence of beauty when guiding children to know the world around them. In that beautiful field, from the "Cleisthenes" cry of the old cow to the rumble of the tractor motor; From square farmland to hard-working farmers; From one of the few low huts in Tanobe to a new building standing on the edge of the village; From the stone road in the old street to today's wide and busy streets ... all this contains vivid education for children to love labor, working people, life, beautiful hometown and superior socialist system. Especially in the field activities in thematic unit teaching, we can combine feeling the beauty of nature with social morality education. In spring, I went to the Martyrs Cemetery. The pines and cypresses in front of the tomb of the martyrs and the bouquets in front of the tomb exude the fragrance of earth. The quiet fields are full of peach blossoms and the banks of willow branches are floating. Together with the little white flowers in children's hands, they form a vivid picture of the beauty of nature and the beauty of society, which migrate and strengthen each other. Because of the tragic sacrifice of martyrs, I feel the solemnity of pines and cypresses even more; Because of the beauty of the field, I feel the great achievements of the martyrs. A lot of education about national conditions, such as this one, is often carried out organically in the process of understanding the surrounding world in experimental classes. Situational teaching helps children get out of the closed small classroom of tens of square meters and come to the vast world, breathe fresh air freely and see the vast world under the vast universe. Things in nature and social life directly or indirectly affect children's senses. This kind of open information storage provides rich resources for the second signal system, and enables children to obtain a steady stream of thinking "materials". With the broadening of their horizons, the field of thinking is also increasingly broad. Facts show that only by maintaining the natural balance between the two signal systems can children's thinking be broad, profound and flexible.
The use of situation has brought vitality and joy to the classroom, and changed the situation of children's passive learning caused by closed reading, single "listening and analyzing" and learning language by reproducing memories. According to children's thinking characteristics and cognitive laws, it takes shape as a means, beauty as a breakthrough, emotion as a link, and the surrounding world as a source of wisdom, prompting children to use their brains reasonably, and ensuring a harmonious teacher-student relationship, so that children can get the pleasure of inquiry, aesthetics, cognition and creation in the learning process, thus making teaching. This kind of teaching has laid a solid foundation of knowledge, ability, intelligence and emotional will for children to grow up as socialist workers and successors in the future.