1. The teaching model of situational teaching
The so-called situational teaching refers to the teaching process, based on the basic principles of education and psychology, and based on the age and cognitive characteristics of students, by establishing a cognitive relationship between teachers and students. The emotional atmosphere between the object and the cognitive subject creates a suitable learning environment so that teaching can be carried out in a positive emotional and optimized environment, allowing learners' emotional activities to participate in cognitive activities, in order to activate learners' contextual thinking, thereby A teaching activity that acquires knowledge, cultivates abilities and develops intelligence in situational thinking. From this, we can also clearly see that the situational teaching model is different from pedagogy and teaching theory. It only fully develops non-intellectual skills in cognitive activities based on the principles of pedagogy, epistemology, psychology and teaching theory. factors to achieve the basic teaching model of pleasant teaching.
1． Introduce situations and induce motivation in the joy of inquiry.
Because children’s learning motivation is driven more by emotions, situational teaching emphasizes continuously maintaining and strengthening children’s learning motivation in continuous and dynamic situations, and promoting a positive relationship between learning motivation and situations. interaction.
2. Relying on situations to enrich feelings in aesthetic pleasure
Situational teaching proposes "strengthening feelings and diluting analysis", that is, "by optimizing situations, guiding children to perceive teaching materials from the joy of experiencing beauty." Aesthetic education is an important aspect of the principle of situational teaching. It can be divided into the following four links: (1) Bringing into the situation and perceiving the appearance of beauty; (2) Analyzing the situation and understanding the essence of beauty; (3) Recreating the situation and expressing the feeling of beauty ; (4) Control the situation and induce aesthetic motivation. These links are inseparable from specific aesthetic feelings.
3. Integrate into the situation and cultivate emotions in the fun of experience
Situational teaching is a teaching model that creates typical scenes, arouses children's passionate emotions, and combines emotional activities with cognitive activities. The emotional activities mentioned here are reflected in many aspects, such as (1) between teachers and students. Situational teaching advocates that teachers have true feelings for children and use keen insight to touch children's emotional fields, thereby establishing an intimate teacher-student relationship and rendering a warm, harmonious, trustworthy, confident and unrestrained situation. Teachers must first use a kind of empathy to put themselves into the children's shoes and feel the experience, return to the emotional state of the children, and use "children's eyes to see the world". Only in this way can the empathic effect of "moving with emotion" be produced. (2) Between students and teaching materials. The attraction of teaching materials to students directly affects students' interest in learning, so it is very important to establish wonderful emotions between students and teaching materials. Li Jilin, who has made outstanding contributions to Chinese situational teaching, once summed up the development model of emotional promotion: when reading the text for the first time and stimulating motivation, one becomes emotional; when one feels the image described in the text, one becomes emotional; when one comprehends the charm of the language of the text In - empathy; in expression reading and language training - lyricism. (3) Between students and students. Due to the optimization of the situation, students are friendly and close to each other. They learn from each other, cooperate and help each other, and learn from each other's strengths in interpersonal situations such as intimacy, help, and fun, and develop team awareness, cooperative spirit, and communication skills, which provides a good emotional atmosphere for learning Chinese.
4. Optimize the situation and grow in strength through the fun of activities
Letting children move during the teaching process is not to pursue the vividness of the form, but to allow children to enrich the teaching content and enrich the teaching form through their own activities, so that Children learn by having fun, learning by having fun, learning by living, and learning by sitting. In this case, the activities should be integrated throughout the teaching process and should not be separated from the teaching content, but should highlight the key points of the teaching materials, target the characteristics of the teaching materials, have distinctive subject characteristics, and combine them with ability training to strengthen
Base. Training in Chinese teaching emphasizes basic training in operational situations, which includes basic training focusing on words and sentences, overall training for the purpose of strengthening application, and thinking training combined with perception as the medium.
5． Create situations and show your personality in the joy of creation
Traditional teaching inappropriately causes the left hemisphere of the brain to be over-educated. As a result, the activation and excitement of the right brain are affected due to the abstract conceptualization of teaching and the lack of images and emotions. Causes depression and even damages children's creative abilities. This is a common problem caused by the long-term focus on cognition and neglect of emotion in the teaching field. Situational teaching can develop and utilize the right brain to the maximum extent through the creation of situations, which plays a very important role in the development of children's creativity. The specific manifestations are: (1) Stimulate emotions. Motivating, awakening, inspiring students, eagerly looking forward to students, and firmly believing that students will succeed are the shining golden keys that truly guide children to open the door to wisdom. Because students will gain confidence and strength from the teacher's love. This belief often translates into a positive drive toward teaching goals. (2) Training feeling. Creation is, in a sense, the product of image thinking. The more vivid and rich the image, the more acute the feeling, the more excited the right brain is, and the more active the image thinking activity is. Practice has proven that sensory training makes children increasingly attentive and sensitive to the world around them, thereby broadening their channels for further understanding of the world and becoming an important foundation for the development of their creativity. (3) Cultivate intuition. The activation of the right brain is very conducive to the cultivation of intuition, and unconscious intuition can be said to be the source of all discoveries.
6. Broaden the situation and broaden your horizons in the fun of understanding the world around you
In order to better play the role of the surrounding world in children's development, situational teaching puts forward the following principles: from near to far, gradually broaden; gradually understand , spiraling upward; enlightening wisdom from the outside to the inside; cultivating character and cultivating humanistic qualities.
2. Methods of creating situations
Situation creation is a process of providing various forms of stimulating information to induce psychological reactions or activities. It is not a natural accompaniment of the teaching process, but a product actively designed by teachers. It requires teachers to take practical actions to care about the growth of all students, deeply understand their living habits, hobbies, and learning characteristics, and establish a deep relationship between teachers and students, so that students can "know their teachers and believe in their teachings." In teaching, we strive to infect students from all aspects with abundant emotions, a dedicated spirit, rich imagination, vivid language, and a high degree of generalization. Let students be influenced by what they hear and see, and stimulate the emotion of learning Chinese well. On this basis, problem situations are created based on the content of the textbook and the level of the students being taught. Commonly used methods are:
1. Relate life to show situations
Life is the only source of articles, and all articles are the product of the life at that time and place reflected in the writer's mind. Taking the article as an example, in order to cultivate students' ability to correctly understand and use the motherland's language and characters, they must "translate the text into emotion" and "follow the source". That is to say, students must be guided to recognize and understand the author's life reflected in the article. Only then can they know the author's intention, material selection, article planning, and language use. Only then can they appreciate the author's feelings expressed in the article, and then be influenced by truth, goodness, and beauty. edification. The so-called linking life to display situations means communicating the life written in the textbook with the students' lives through creating situations, opening up the students' life library, strengthening their experience, and enhancing their understanding of the article. This is what the ancients meant when they read, "Be humble and understand yourself."
2. Use physical objects to demonstrate situations
As the saying goes: "A sight is worth a hundred hearings." This is a rule for people to understand objective things. The use of physical objects to demonstrate situations is based on this understanding of the law. The objects involved in general knowledge texts are unfamiliar to students. Once the actual objects are shown, children will suddenly understand them. The physical demonstration can be presented by the teacher or by the students themselves. For example, after the lesson "Strange Stones of Huangshan Mountain", students are asked to bring the photos they took when they visited scenic spots into the classroom, and let the students show their photos while introducing the scenic spots they visited to everyone. In this way, it not only enriches students' life experience, but also exercises students' oral expression skills.
3． Represent the situation with the help of pictures
Text and painting are interlinked. Therefore, using pictures to reproduce the situation of the text can make the text concrete and visual, and achieve the effect of "a picture is worth a thousand words". In front of the pictures, students can see clearly and feel truly. From the colors, light and shade of the pictures, they can not only quickly and three-dimensionally perceive the content of the text, but also easily accept and understand it, and cultivate their sense of beauty. At the same time, they can also appreciate that the author turns the pictures into words. ’s brilliance and the creativity of Yiwen’s drawings. When using pictures to reproduce situations, teachers should give guidance and inspiration to guide students in the direction of understanding; at the same time, they should also tell the story emotionally so that students can fully feel the image and enter the situation.
4. Play music to render the situation
Music is an art that appeals to people's hearing and activates people's associations and imagination. Music forms an artistic image through the organized arrangement of music sounds, reflects social life, and expresses people's thoughts and feelings. At the same time, music is the outpouring of the composer's soul and the flow of emotions, so music can best mobilize people's emotions, soothe people's souls, exaggerate situations, and create atmosphere. If the language of music and language can be communicated, teaching can truly mobilize students' auditory, visual and other organs. In this synesthesia, unexpected effects can be achieved.
5. Play a role to experience the situation
In order to make the teaching situation truly present in front of students, teachers can guide students to play the role in the text as if they were acting, allowing students to stand in the role's position and describe their own experiences in the text in depth. See, hear, think and feel. Since the students' psychological position is replaced by the psychological position of the characters in the text, not only can the teaching material content be quickly visualized, but also they can be understood quickly.
There are four ways to play a role and experience the situation: (1) Get into the role. Let students read the text with strong emotions and experience the thoughts and feelings of various characters in the text. (2) Read aloud by role. This kind of reading can allow students to hear the different voices of various characters in the textbook. Although they have not seen the characters, they have heard their voices, which can enhance their understanding of the text. (3) Direct performance. For dramas selected from the text, students can be organized to dress up as characters in the play and perform performances based on role-based readings, such as "The White-Haired Girl" (scene selection), "Qu Yuan" (excerpt), etc., so that students can experience the drama during the performance Characteristics of a character. (4) Adapt the textbook drama. Writing a script based on the text and then asking students to perform it is also a method of Chinese teaching.
6. Refine language to describe situations
No matter which of the five methods mentioned above must be implemented based on the teaching language, if the teaching language is left, the teaching situation cannot be created. Even if there is a certain situation, Nor can it play a teaching role and realize the value of the situation. Therefore, teaching language is the basis for creating a teaching situation.
As age increases, thinking ability gradually increases. If we only rely on intuitive teaching situations, it will easily make teaching simple and superficial, which is not conducive to the cultivation and training of students' abstract thinking, nor can it stimulate students' strong desire for knowledge and satisfy students. A higher level of pursuit of truth, goodness and beauty. From this point of view, we must also pay attention to the role of teaching language. In the final analysis, a teacher's ability lies in the teaching language, and the art of teaching is ultimately reflected in the teaching language. When using teaching language, from the aspect of content, it must be accurate, concise, and rational; from the aspect of form, it must be beautiful in decoration, style, and posture.
7. Optimization of teaching situations
In creating teaching situations, I introduced six creation methods from different angles, but in actual operation,
requiring optimization and improving teaching efficiency, then We cannot stick to one end or the other; we need to proceed from reality and apply these specific methods flexibly and comprehensively.
In short, using situational teaching in Chinese teaching is a pleasant teaching that can greatly improve teaching efficiency. Teachers should be familiar with the teaching model of situational education, skillfully and appropriately use various situation creation methods to stimulate students' interest in learning, cultivate their learning ability, and improve their intellectual level.