Based on the discussion of "situation" in literary critic Liu Xie's "Wen Xin Diao Long" in the Southern Dynasties, and combined with modern psychological theory, teacher Li Jilin founded the theory of situation teaching after years of teaching practice.
Situational teaching is a teaching mode that makes full use of images, creates typical scenes, stimulates students' learning emotions and combines cognitive activities with emotional activities. The emergence of situational teaching has brought great vitality to Chinese classroom teaching in primary schools. Its rich and interesting contents, vivid images, real and touching feelings, broad and touching artistic conception and intriguing philosophy make teaching an attractive, interesting and meaningful activity.
Situational teaching has four characteristics:
First, the form is true.
Ye Shengtao, a famous educator in China, once pointed out: "The author is kind-hearted, and the introduction begins with relatives." Children know the world through images. Therefore, teaching must first have a vivid image, so that students feel at home.
Teacher Li Jilin summed up six ways to get students into the situation:
1, to show affection with life;
2. Physical demonstration;
3. Reproduce the situation with pictures;
4. Render the situation with music;
5. Experience the situation with performance;
6. Describe the situation in words.
The third method is "the most commonly used" in class explanation.
For example, when teaching grassland, show a green picture with some grass on it, and then cut and paste sheep or horses, which is grassland. Another example is the teaching fable of "carving a boat for a sword". You can cut a boat out of cardboard, stick a silhouette of a sitting person on the boat, then stick two paper clips on the boat, and pull a lead wire on the classroom blackboard before class. When teaching, lead wire will be inserted into the gap of the paper clip on the ship and the ship will move on the lead wire.
How vivid and vivid! Students' attention is highly focused on the most important aspect of the situation, which provides students with room for imagination, thus achieving the purpose of displaying images.
"Formal truthfulness" obtains the image corresponding to the entity in structure by simplifying the form and suggestion, thus giving students a sense of reality.
Second, love.
Situational teaching grasps the motivation of promoting children's development-emotion, and infects children with teachers' true feelings, thus arousing children's corresponding emotions and launching a series of teaching activities.
The most typical lesson about this function is the little match girl. In order to let the children experience the warmth instantly, the teacher inspires the children to imagine what the little girl might say during teaching. The teacher said, "After reading this, I seem to hear a little girl's voice. Did you hear that? So light, so thin, you seem to hear what she is saying? " The child replied softly, "We seem to hear the little match girl saying,' It's so warm!'" "What a good stove! My hands and feet are already frozen, let me bake for a while! "This kind of filling makes the situation that has been created more real and touching. Similarly, when the little girl struck a match for the fourth time, she seemed to see her grandmother, which made the children imagine further: "Now, if you are little girls, when such a gentle and kind grandmother appears in front of you, how can you cry uncontrollably and how can you eagerly beg her to take you away?" "The children are very excited. They cried "Grandma-"affectionately, and tears welled up in their eyes.
Situational teaching is sincere, and emotion participates in cognitive activities, which fully mobilizes children's initiative in learning and keeps them full of learning emotions.
Third, the significance is far away.
Liu Xieyun: "The thinking of literature is also far-reaching." When the author wrote the article, he was already in a far-reaching artistic conception. Situational teaching is to conform to the author's thinking, experience the pulse of the author's emotion, and create relevant situations, so as to bring students into the situation that the author was creating at that time and make the situation created far-reaching.
In teaching, situation often becomes an opportunity for students to imagine. Teachers can rely on students' imaginative activities to connect the contents of teaching materials with the displayed and imagined life situations, thus expanding the imagination space for students. With the study or observation of the text, students can be brought into a far-reaching artistic conception, flying to the blue sky, diving to the sea, crossing mountains, crossing the long river of history, and taking students anywhere in the world described in the text. So from near to far, from here to there, from outside to inside, from now to the future. ...
The broad artistic conception provided by situational teaching develops children's imagination, which enriches the situation. The breadth of artistic conception not only promotes students to understand the connotation of teaching materials more deeply, but also promotes the development of children's creativity.
Fourth, the basic principle.
The idea contained in situational teaching is the center of this paper. Through the transformation of various forms and activity scenes, it is displayed step by step to guide students to try to figure out and understand.
The characteristics of situational teaching "Li Yun" determine the concept of children's acquisition, which is not only the perceptual knowledge of things and phenomena, but also the understanding of the essence of things and their relationship.
In the lesson groundnut, this feature is vividly reflected.
When students have entered the situation of eating peanuts, praising peanuts and talking to their father about being a man, their thinking activities are quite active, which leads to the teacher's expansion: "What things, like peanuts, don't like exposure, but like hiding, look ugly, but are useful to people?" The children got the message and spoke freely: "Lotus root. Although buried in black mud, it can be eaten by people. " "Coal. Although buried deep underground, it can burn and bring people heat and warmth. " "Limestone. Although he was born in the mountains, he is very useful to people. After burning in the fire, he left innocence to the world. " "Camel. Although it looks ugly, it can travel long distances, walk in the arid desert and serve people. " "Silkworms eat mulberry leaves, but they don't look good, but they give all their white silk to humans. The so-called' silkworms in spring weave until they die'." ……
How well you speak! In situational teaching, children understand the essence of the article and speak amazing words. Beautiful! Wonderful!
Children have unlimited potential and great plasticity. Situational teaching provides a broad and closed environment for children's growth, which broadens the educational space, shortens the psychological distance, and urges children to devote themselves to the education and teaching process with the best emotional state and increasing subjective consciousness, so as to maximize their potential development and fully develop their intelligence, creativity and advanced emotions, thus ensuring the comprehensive completion of Chinese teaching tasks.