Situational teaching method is a brand-new teaching method born under the background of new curriculum, which is helpful to improve the teaching effect of early childhood education. In order to maximize its value, front-line preschool teachers need to constantly find problems, sum up experience, put forward more effective programs and suggestions, improve the effectiveness of preschool education, and lay a solid foundation for the growth, development and progress of preschool children.
Li Jilin (1May-20, 9381July 09, 18), a native of Nantong, Jiangsu, was born in 1989, party member. 1956 graduated from Nantong Women's Normal School in Jiangsu Province. After graduation, she taught in the Second Affiliated Primary School of Nantong Normal University. Former director of Jiangsu Institute of Situational Education. A famous child educator and the founder of situational education.
Li Jilin was awarded the titles of "National Advanced Worker", "National Model Worker", "National March 8th Red Flag Bearer" and "National May 1st Labor Medal" by the State Council for his outstanding contributions in teaching and educational theoretical research. 20 14, Li Jilin won the first prize of the first national basic education teaching achievement.
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Most of the objects described in "Chinese Class" are vivid, such as beautiful Guilin landscape, beautiful lotus pond moonlight, leafy bird paradise, colorful underwater world, heroic five strong men of Langya Mountain, Li Bai who misses his hometown at night, witty and brave Sima Guang, cunning fox, clever and capable cricket, huge whale and so on.
For most students, these scenes, people and things are almost unheard of and unseen. Strange objects will undoubtedly increase the difficulty of teaching. Li Jilin used music rendering and pictures to make students seem to see the image described in the text, which narrowed the distance between students and the text and helped to create a wonderful and vivid teaching atmosphere in the classroom.
In situational teaching, Li Jilin pays attention to using the situation to reflect the "emotional language" in the text, so that students can read the emotional sentences in the text in the reproduced situation and enter the author's emotional world, so as to understand the theme of the article, stimulate students' emotional experience, and then facilitate the education of students' thoughts, attitudes and values.