1. Complexity of learning knowledge-integrate knowledge and choose the best way to design the situation.

2. Uncertainty in the learning process-stimulating intelligence with emotion and stimulating the internal drive of lasting investment.

3. Openness of learning system-linking life and relying on activities to experience practical talents.

Data expansion:

Situational education conforms to children's nature, highlights the four elements of "truth, beauty, emotion and thinking", and builds a curriculum paradigm with unique advantages with the three dimensions of "children-knowledge-society" as the core. Situational education also finds theoretical support from the latest achievements of brain science, that is, children's brains are sensitive and need rich environment.

The child's brain is very plastic and needs to constantly improve the frequency of neuronal connection; Children's brains receive emotional signals first, and learning activities with positive emotions can be efficient. Situational education combines children's cognitive activities with emotional activities and finds an effective way to improve children's quality in an all-round way.

basic elements

Situational education is aimed at children's thinking characteristics and cognitive laws, with beauty as the breakthrough, thinking as the core, emotion as the link, children's activities as the way and the world around children as the source.

Let children get the pleasure of inquiry, aesthetics, cognition and creation in the process of learning, and let teaching truly become a lively self-demand activity. Children's interest in learning, aesthetics, cognition, and even the desire to enrich the spiritual world are also cultivated in the meantime.

Create suspicious situations to stimulate students' curiosity.

"Learning begins with thinking, and thinking begins with doubt". Deeply explained the close relationship between questioning and thinking. Only by "questioning" can students "question". With questions, we can stimulate students' curiosity and give full play to their enthusiasm for thinking. Therefore, with the passion of asking questions, students are eager to try in the contradiction that they want to solve the problem but cannot solve it by their original knowledge and skills. Creating doubt situations can run through the whole teaching process, and doubt can be everywhere.

In this way, it has emotional attraction, arouses students' curiosity, attention and thirst for knowledge at all times, makes students' thinking in a proactive state, uses their brains, generates inspiration and epiphany, and tries to explore various methods to solve problems, learn knowledge and improve their ability.