Selected Poems on Situational Education after Reading: 1 When I was a normal student, I learned about "Li Jilin" from the teacher who taught educational psychology, and I also knew something about her. I know that she is 18 years old, and she graduated from Nantong Normal University in Jiangsu with straight A scores 50 years ago. I know that she, like all recent graduates, was badly managed in her first day of work because of her lack of experience. Fortunately, after listening to her class, the old headmaster thought she was a good prospect and should be cultivated well. Besides, she is also smart and studious. Only two years later, she was sent by the Municipal Education Bureau to the textbook writing room of the Provincial Education Department to write teaching reference books. Since then, with her own efforts, she has continuously participated in various seminars and trainings, met many well-known education and teaching experts, and grew faster; I know that she did experiments with perseverance under pressure and created a situational Chinese teaching model to promote the harmonious development of children's intelligence and psychological quality. ...
This time, I was deeply touched by the study of teacher Li's educational monograph "Situational Education Poetry". Although this is a theoretical monograph on education and teaching, Mr. Li speaks in poetic language, revealing too much true feelings between the lines, which is not boring to read. The Collection of Poems on Situational Education embodies the painstaking efforts of Teacher Li Jilin in the educational process for more than 20 years. This poetic original vividly reproduces Mr. Li's life course of facing challenges, fighting life and realizing three leaps in educational life from three aspects: situational teaching, situational education and situational curriculum with narrative style and discipline. Situational teaching created by Li Jilin is innovative because:
First of all, Li Jilin's situational teaching has enhanced her feelings about life.
It emphasizes that students observe in real life and feel in specific situations, so that Chinese teaching is closely linked with real life. In situational teaching, students can see, hear, smell and touch in specific situations, and absorb information through various senses, so as to obtain vivid images, enrich specific knowledge, stimulate real emotions and learn a living language.
Secondly, Li Jilin's situational teaching attaches great importance to cultivating students' imagination.
The situations she created in situational teaching, especially those set by pictures, music, demonstrations and language descriptions, are mostly consciously rough and simple, leaving students with a broad imagination space, so that students can constantly exert their creativity in their imagination of "seeking differences".
Thirdly, Li Jilin's situational teaching emphasizes the development of emotional self-efficacy.
Looking through her teaching records and teaching plan design, it is found that she always encourages students to participate in learning activities with pure emotion in order to ensure the high-quality completion of teaching tasks. This really makes me admire!
"Life is the source of language, and situation is the soul of primary school Chinese." I don't know who this famous saying comes from, but it is really suitable for our junior high school teaching. Because junior students are young, their understanding of things is relatively intuitive. Therefore, in teaching, we should grasp the characteristics of teaching materials and children's understanding of things, and let students feel the vivid image of text description through the combination of intuitive means and language description, so as to arouse warm emotions and experience the emotions contained between the lines. Life is so colorful, tangible, affectionate and profound, so Chinese teaching should be linked with life, so that students can live and master in life situations and gain more from linguistics.
Lv Shuxiang once said, "A successful teacher is successful because he has taught his lessons to life." If the classroom is a living teaching, the classroom atmosphere will not be dull and dignified, but will be warm and active; If the classroom is alive, the teacher's teaching will not be boring, but lively and interesting. Students in this class naturally want to go to class, and they are more willing to go to class, and of course they will learn better.
Teacher Li's Poem on Situational Education is very practical, because the teaching theory expounded in this book is concise and easy to understand, and some successful examples of situational teaching are selected in the collection for our teachers to refer to or imitate directly. So in my Chinese teaching practice, I often consciously or unconsciously create some situations for students through passionate language, appropriate pictures or appropriate music, and bring them into the situations described in the text as much as possible, so that students can grasp the content, thoughts and emotions of the text more accurately. I also like to guide students to fully imagine in class. Of course, what I have done is superficial, and I need to learn more, accumulate more, study more and use more in future teaching.
In the theory of situational education, it is advocated to extend education to nature and society, so that the big situation of life can be vividly displayed in front of students or simulated life situations can be displayed in class; Whether with the help of the melody of music and the line color of painting, the situation is presented to students artistically, or by letting students play various roles, they are dramatically integrated into the situation; No matter through the vivid language description of teachers, the image of beauty is active in students' minds ... In short, the situational teaching with aesthetic feeling makes children's Chinese learning lively and interesting, sensible and amiable. The children "speak with emotion" and think about the present situation. The classroom is "alive", the students are "alive" and the teachers and students are in a good mood.
Situational education theory advocates inspiring, attracting and developing students' thinking in real situations. Situational education is full of teachers' love and dedication to children. Teachers arm themselves with ardent love and scientific theory, guide their teaching behavior, and make students fall in love with writing, expression and Chinese. Situational education theory is also applicable to mathematics education. How to create a mathematics classroom teaching situation, we must first understand what a mathematics classroom teaching situation is. Constructivist learning theory holds that any knowledge has its background of survival, growth and development. If we want to understand, master and flexibly use a certain knowledge, we must grasp the meaning and scope of application of the knowledge, but it is difficult to really understand the connotation of knowledge only from the external manifestations and abstract forms of knowledge, which requires understanding the background of the meaning of knowledge, that is, learning and understanding in specific situations. In classroom teaching, in order to let students really understand, master and use a certain knowledge flexibly, we should create corresponding learning situations according to the characteristics of the knowledge we have learned, that is, create classroom teaching situations.
The creation of mathematics classroom teaching situations mainly includes the following types. Problem situation, game situation, suspense situation, operation situation. Personally, I prefer the suspense situation here. In psychology, suspense refers to the psychological state that people are eager to look forward to, or refers to the urgent psychology that people are eager to know the following. Suspense can arouse students' interest, concentrate their attention and stimulate their desire to explore. The usual suspense situation is mainly composed of questions. The so-called "learning comes from thinking, and thinking comes from doubt". Doubt can cause students' cognitive conflict and ignite the spark of thinking.
In a word, mathematics teaching is the teaching of mathematics activities and the process of interaction and common development between teachers and students. Therefore, teachers must carry forward teaching democracy, create problem situations, make use of various teaching resources, create a harmonious classroom learning atmosphere, guide students to be good at practice, actively think, be brave in exploration, exchange and cooperation, form skills, develop thinking, and learn to study independently while acquiring knowledge.