How to create a teaching situation? Discussion 1
Published by Wenxin on 2006-8-12 17:27:00
Students learn actively or proactively. Taking initiative depends largely on the quality of the situation. The cognitive process of students' learning is not just a process of knowledge acquisition in the simple sense, but also has a rich emotional color. As Professor Zhu Xiaoman said in "An Outline of Emotional Education": "Interest and happiness are sensory tones, and In a non-cognitive and understanding sense. "To make the situation arouse students' enthusiasm, we must first respect the students, respect the students' "personality", respect the students' "reality", and respect the students' "development", but in today's classroom Situation creation is full of "fake respect".
1. Performance of fake respect
It seems to respect students, but in fact it emphasizes the dominant position of teachers. Teachers create situations based on knowledge, with the purpose of teaching knowledge. Everything is centered on knowledge, and the rest, such as emotions, attitudes, values, etc., are just embellishments or decorations of the situation.
For example: When teaching the second volume of first-grade mathematics "Pull the Carrot", the teacher directly showed the theme picture and asked directly: "What mathematical questions can you ask?" The students had not yet aroused inner reactions to the picture. In this case, I plunged into the "ambush circle" preset by the teacher and immediately fell into the "ocean" of knowledge. When the students worked in groups to explore the algorithm of 36+23, the teacher had no enthusiasm for the students' methods such as "setting up sticks", "dial counters", and "oral calculations". He just kept asking: "Are there any other methods?" What the drunkard means is the method of "vertical calculation". When a student finally said this method, the teacher was delighted and asked the whole class: "How about this method?" The implication is obvious, but very few students should be "good". It can be known that when the situation cannot hold the "heart" of the students, it is impossible to find a way to the students.
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No.1 Discussion: How to create a teaching situation? Discussion 1
Wu Qinghang commented on 2006-8- 14 10:41:00
Situation is the carrier for teachers to teach and students to learn knowledge. When creating teaching situations, we should not only focus on connecting with students' real life, mobilize students' existing knowledge and experience, stimulate students' interest in learning mathematics, realize the close connection between politics and life, and feel the widespread application of political movements; we should also do To "be in place and not offside", according to the needs of politics, around the key points and difficulties of politics, create situations with "political charm" to reflect the new culture of social development, so as to trigger students' positive thinking, carry out active political activities, and promote political Knowledge construction. Only in this way can the role of context in political teaching be truly brought into play and promote students' development.
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No.2 Discussion: How to create a teaching situation? Discussion 1
Hong Miao commented in 2006- 8-14 15:39:00
Creating teaching situations means that teachers intentionally use environment, emotion, art and other factors to mobilize students' unconscious psychological activities in order to coordinate conscious psychological activities and explore people to the maximum extent. It can stimulate the interest in learning, expand the thinking space, and enable students to actively engage in learning.
1. To establish a harmonious teacher-student relationship:
The teaching process itself is a special interpersonal communication process. A harmonious teacher-student relationship is the basic guarantee for successful teaching. The student-student relationship not only affects the performance of the subject, but also has an important impact on students' interests, hobbies and even future development. Teachers who excessively ridicule, sarcastically and scold students will make them full of confusion and fear, and will make them indifferent. The psychology of being tired of studying. Only by creating a harmonious teaching atmosphere can the emotional distance between teachers and students be shortened, so that students can trust their teachers and love their teachings.
2. Teachers must skillfully control teaching materials
Teaching content is the main objective basis for teachers to create situations and enhance teaching effects. In teaching, whether it is necessary to set up a situation, what kind of situation to set, and in what form to present the guidance must be determined based on the characteristics of the teaching materials, the teaching purpose, and the teaching requirements. Therefore, teachers must fully grasp the teaching materials and deeply understand the teaching content in order to design carefully. If teachers do not understand the teaching materials thoroughly, and the teachers themselves find the teaching content boring and unable to understand the artistic conception, what can they do to infect students, stimulate students, and arouse students' desire for knowledge? Only by thoroughly understanding the teaching materials can we make choices around key and difficult points, organize language in a targeted manner, set questions, and create multimedia courseware. Only then can we become familiar with it, create good situations, and receive ideal teaching results.
3. To fully understand the students
A good teacher must first know the students well before taking the stage. As the saying goes, only by carefully grasping the students' needs is the student in mind. Psychological characteristics, knowledge base and intelligence level, and being familiar with their inner world, can we appropriately select and use scientific means and methods according to the characteristics of students, so as to create teaching situations combined with teaching materials. In this way, we can better impress, attract and let students Students consciously engage in learning, master knowledge happily and firmly, and develop intelligence.
4. Teachers must be passionate
One of the characteristics of situational teaching is to use teachers’ emotions to infect and stimulate students’ emotions, so that they can produce corresponding positive emotional experiences. Suhomlin Chiji pointed out: "Only when the emotional fluid flows in the living body of knowledge, can knowledge become a belief and become part of the students' subjective world." Teacher passion is an important condition for creating a teaching situation, and teaching The teacher's full passion will undoubtedly infect the students and prompt them to consciously follow the teacher's guidance into a positive learning realm.
5. Teachers should have high quality
In situational teaching, teachers are required to have extensive professional knowledge, rich teaching experience, and rigorous teaching They must have a sense of responsibility as a teacher, but also have abundant enthusiasm and democratic education. If teachers do not have these conditions, they cannot scientifically combine teaching materials and design situations according to students' characteristics, and naturally they will not achieve good teaching results.
In addition, teachers should also have various skills, such as music, art, computer technology, etc. Teachers can fully utilize these artistic means to create an emotional atmosphere related to the teaching content and create ideal teaching situation.
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No.3 Discussion: How to create a teaching situation? Discussion 1
Abao commented in 2006- 8-14 22:03:00
The problem situation must be novel and unknown. To make the question novel, you cannot simply ask the question directly based on the answer. You must change your angle and approach to design novel questions. The biggest characteristic of unknown things is that they have a certain generality. Teachers organize students' exploration of unknown things by setting up problem situations, making it possible for students to master more general knowledge than they can obtain in general learning activities. The problem scenario must be able to arouse students' desire and need to learn new knowledge, that is, it must be able to stimulate students' interest in learning and mobilize students' enthusiasm for learning.
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No.4 Discussion: How to create a teaching situation? Discussion 1
Zhu Zhu commented in 2006- 8-15 23:19:00
In specific classroom teaching, according to the requirements of teaching objectives, what kind of situation should be selected as learning content is the primary issue that teachers should consider when creating situational teaching. First, choose For life situations that students are familiar with, they can directly select the daily life situations materials that students are familiar with provided in the textbook for processing, or create their own real life situation materials that students are interested in as classroom situations, so that students can experience the connection between mathematics and life, and enhance students' Learning math is fun. If the selected situation is unfamiliar or uninteresting to students, it will not be as effective as it should be. This requires teachers to understand students' physiological and psychological characteristics and students' knowledge level, so as to be targeted. Second, we must build an open teaching situation, and the selected life situations must be large in capacity, so that students can think from different perspectives and see that multiple mathematical problems can be solved in different ways. This can cultivate students' innovative consciousness and innovative thinking ability.
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No.5 Discussion: How to create a teaching situation? Discussion 1
Mu Yi commented in 2006- 8-16 0:05:00
There are various teaching methods on how to create situational teaching, but when creating situational teaching, you should pay attention to the following aspects: (1) When creating a situation, you must not stray away from what you want to learn. Knowledge must be connected with the students' real life. Only in this way can it attract students' attention and emotional resonance and stimulate their desire to explore. If the creation of situations is divorced from the knowledge to be mastered and is boundless and far-fetched, such situation creation will lose its meaning and fail to achieve the purpose of teaching. At the same time, if the creation of situations is not based on students' life experience, it will be difficult to Arouse students' interest. (2) When creating specific situations, students’ current knowledge level and life experience must be taken into consideration, and the students’ “proximal development zone” must not be exceeded. If the situation is too far related to the actual life of the students, most students have not experienced it or experienced it, and it will be difficult to arouse students' enthusiasm. (3) When conducting situational teaching, the classroom atmosphere is often very active and students' emotions are in a high state. This requires teachers to control the classroom atmosphere and students' emotions well. That is, they should not be too lively to control, nor should they be overly suppressed and lifeless. They should be loose and tight. appropriate.
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No.6 Discussion: How to create a teaching situation? Discussion 1
Yao Shanshan commented on 2006-8 -16 10:37:00
From Teacher Xu's article, I realized that the situational nature of teaching is to make the traditional "learning the sea has no limit and working hard" the hard work, in terms of realm Transform into a joy in teaching and learning. "Happy teaching" highlights the subject status and initiative of people, emphasizes the all-round development of people, activates thinking, cultivates creative abilities, and improves students' independent and comprehensive personality. The situational nature of teaching should reflect the intuitive image; the symmetry of emotion and knowledge (that is, the symmetrical unity of cognition and emotion in the process of Chinese teaching). We can work hard from the following aspects: strive to create a communicative situation for the classroom teaching ecology; strive to create a problem situation for the teaching ecology; strive to create a transfer situation for the classroom teaching ecology.
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No.7 Discussion: How to create a teaching situation? Discussion 1
Chen Shangyi commented in 2006 -8-16 20:07:00
I have the same feeling. In classroom teaching, some methods are effective
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No.8 Discussion: How to create a teaching situation? Discussion 1
lyylm2001 commented on 2006-8-17 20:20:00
Teaching situation is the basis of classroom teaching Elements, creating teaching situations is also a regular teaching work for teachers, and creating valuable teaching situations is an important pursuit of teaching reform. A valuable teaching situation should reflect the following characteristics:
1. Based on life. Emphasizing the life-like nature of situation creation, its essence is to resolve the relationship between the living world and the scientific world. The new curriculum calls for the return of the scientific world to the living world. To this end, when creating teaching situations, we must first focus on connecting with students' real lives, and discover and tap the resources of learning situations in students' vivid daily life environments. The problems should be problems that students often encounter in their daily lives. Only in daily learning situations can students truly understand the value of knowledge. The second is to tap into and utilize students’ experiences. Mr. Tao Xingzhi once had an incisive metaphor: "Gathering knowledge is like grafting." He said: "We must have our own experience as the root and the knowledge generated from this experience as the branches. Only then can other people's knowledge be grafted in." Only then will other people’s knowledge become an organic part of our knowledge. “Any effective teaching begins with the full exploration and utilization of students’ existing experiences. Students' experience includes cognitive experience and life experience. The famous American educational psychologist Ausubel has a classic statement: "If I were to summarize all educational psychology into just one principle, then I would sum it up in one sentence: the single most important factor that affects learning The factor is what the students already know. This should be ascertained and teaching should be carried out accordingly. It can be said that this passage expresses the teaching concept that "students' original knowledge and experience are the starting point of teaching activities."
2. Pay attention to image. The essence of emphasizing the image nature of situation creation is to solve the relationship between image thinking and abstract thinking, perceptual knowledge and rational knowledge. To this end, the teaching situation we create should, first of all, be perceptual, visible, and tangible. It can effectively enrich students' perceptual knowledge and promote the transformation and upgrading of perceptual knowledge into rational knowledge; secondly, It should be vivid and concrete. It can effectively stimulate and inspire students' imagination and association, so that students can transcend the narrow scope of personal experience and the limitations of time and space, so that students can acquire more knowledge and master more knowledge. Things can also promote the interactive development of students' image thinking and abstract thinking.
3. Reflect the characteristics of the discipline. Situation creation should reflect the characteristics of the subject, closely follow the teaching content, and highlight the key points of learning. Of course, the teaching situation should be a thing or scene that can reflect the process of discovering subject knowledge, the conditions for its application, and the meaning and value of subject knowledge in life. Only such a situation can effectively clarify the value of subject knowledge in real life, help students accurately understand the connotation of subject knowledge, and stimulate their motivation and enthusiasm for learning. Disciplinarity is the essential attribute of the teaching situation. For example, when teaching "average scores", we can create a realistic situation of "spring outing" and let students prepare and distribute various foods and fruits, but the teaching focus should fall as quickly as possible on "what is the total number" and "how to divide it" ", "How many points should be divided into, and how much is each portion?", "Is there any excess?", "What are the most common characteristics in the ways of dividing different foods?" rather than spending a lot of time on Discuss "what foods and fruits should be prepared for spring outings", "what should be paid attention to during spring outings" and other life issues that have nothing to do with mathematics content. [1] Emphasizing subjectivity also means exploring the charm of the subject itself and using the content and characteristics of the subject itself to create situations, such as using the rigor and abstraction of mathematics to create mathematics teaching situations, and using the humanities and language of Chinese Sexually create Chinese teaching situations.
4. Contains questions. A valuable teaching situation must be one that contains questions, which can effectively trigger students' thinking.
The problems in the situation must be purposeful, adaptable and novel. Purpose means that the question is raised based on a certain teaching goal. The goal is the direction and basis for setting the question, and it is also the value of the question. Adaptability means that the difficulty level of the question should be suitable for the actual level of the whole class to ensure that it can be used. Most students are in a state of thinking in class; novelty means that the design and presentation of the problem are novel, unique and vivid, so that the problem has the power to truly attract students. Only such problems will become the object of perceptual thinking, thus creating a state of knowledge-seeking that is unresolved but must be solved in students' minds. In fact, it will create problem awareness in students.
5. Into the emotion. Emotionality means that the teaching situation has the effect of stimulating students' learning motivation. Distohui said it well: "We believe that the art of teaching does not lie in the ability to teach, but in motivating, awakening, and inspiring. How can you inspire people without excitement? How can you wake up sleeping people without initiative? How can a vibrant spirit inspire people? Zankov also emphasized: "Once the teaching method can touch the emotional and will areas of students and the spiritual needs of students, this teaching method can play a highly effective role. "Once, when a Chinese teacher was teaching the article "Fanka", he said that after Fanka sent a letter of help to his grandfather, he entered a happy dream with full hope. However, this innocent child did not know that his grandfather could not receive it. This letter was because he didn't even write the address. Even if he received it, the poor night watchman couldn't let Fanka jump out of the fire pit. For this nine-year-old child, his happiness can only be in dreams. At this point, the teacher could no longer control himself. Tears welled up and he couldn't even continue speaking. The whole class sat in silence for a long time, even the students who usually couldn't control themselves. The unintentionally created situation is "controlled" by the silent language, which brings the students' emotions into the teacher's emotions. It plays a role in seeing what the author sees, thinking about what the author thinks, and creating a spiritual connection with the author's emotions. **The role of Ming.
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No.9 Discussion: How to create a teaching situation? Discussion 1
Methods Silk commented on 2006-8-17 21:41:00
Situational teaching method is one of the important means to cultivate and develop the creative thinking ability of middle school students, and it is the "enlightening agent" for students' learning. Teachers set up situations, ask questions, and students independently explore and solve problems. At the same time, they emphasize teacher-student interaction, student-student interaction, mutual teaching and mutual learning, and form a learning community with each other. It is a practical course to set up problem situations, stimulate thinking, and arouse interest. One of the best forms of standards should be used throughout teaching.
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No.10 Discussion: How to create a teaching situation? Discussion 1.
ZTE Huawei commented on 2006-8-18 12:51:00
In classroom teaching, various teaching situations are carefully created according to the teaching content, and students are placed in an optimistic position. Emotions can stimulate students' learning motivation and curiosity. Appropriate teaching situations are conducive to the role of emotions in teaching, can arouse students' strong desire for knowledge, and encourage them to maintain lasting enthusiasm for learning, thereby obtaining the best teaching. Effect. Pay attention to creating open and exploratory problem situations
Since students' positive thinking starts from the problem and is developed in the process of solving the problem, teachers should work hard according to the characteristics of the teaching materials. Create exploratory problem situations to give students a strong desire to explore.
Fully consider students’ psychological characteristics and needs.
Bruner said: “Learn the best. Stimulation is interest in the material being learned. "If teachers can create interesting situations through games, competitions, suspense, etc., and incorporate new knowledge into them, so that the knowledge students learn has emotions and context, it will arouse great interest.
In short, Creating teaching situations can strengthen students' learning motivation through the interaction between "emotion" and "environment", making them happy to seek knowledge and excited to explore, which lays the foundation for lifelong learning for them.
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No.11 Discussion: How to create a teaching situation? Discussion 1
Chen Shuduan commented on 2006-8 -18 13:50:00
I had direct contact with you when I tutored you to participate in the Quanzhou Mandarin Competition. At that time, I felt that if a mathematics teacher can have such a sense of language, the quality of this teacher must be good. As expected, You are a seed among the excellent varieties in mathematics teaching in Dongshi and even Jinjiang City. After reading the discussion paper you sent, I know that you are thinking.
As for situational teaching, I want to look at it from a broad teaching perspective. Look, as Professor Gao Wen, deputy director of the Institute of Curriculum and Teaching of East China Normal University, said: "Everything is for the development of children, situational education focuses on "capital" children; it faces real life, opens up educational space, and explores the potential of educational resources. Treasure; use emotions to harmonize interpersonal relationships, optimize children's learning environment; get out of the classroom, return to nature and society, and grow your talents in practice."
Welcome to be a guest in the primary school Chinese language teacher group , we advocate interdisciplinary integration of teaching and research.
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No.12 Discussion: How to create a teaching situation? Discussion 1
2202 Hong Wenlong commented on 2006-8-20 16:33:00
The use of media to create scenes must be based on the inherent characteristics of the media. Such as: microscopic magnification, turning static into movement, showing the process, etc. Only in this way can the unique functions of the media be brought into play.
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No.13 Discussion: How to create a teaching situation? Discussion 1
Chen Xuyan commented on 2006-12 -12 11:07:00
Vertical calculation is just one of many algorithms. When students calculate the number using methods such as "putting a stick", "dial a counter", "oral calculation" etc. , Teachers should affirm these methods, "All roads lead to Rome", as long as you can calculate the correct number, why should you be demanding which algorithm? In fact, there are still many such phenomena in our teaching. For example, some students responded slowly to "calculate using simple methods" and only calculated in the order of operations. However, our teacher forced them to "calculate simply". As a result, "simple" failed and even the calculations were wrong. Whose "fault" is this? Isn't this also a kind of fake respect?
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No.14 Discussion: How to create a teaching situation? Discussion 1
Chen Shuangshuang commented in 2007- 9-29 11:34:00
Brunner said: "The best stimulus for learning is interest in the textbooks learned." If teachers can create interesting situations through games, competitions, suspense, etc. , embedding new knowledge in it, making the knowledge learned by students have feelings and context, which will arouse great interest.
In short, creating teaching situations can strengthen students' learning motivation in the interaction process of "emotion" and "situation", making them happy to seek knowledge and excited and excited to explore. This is It lays the foundation for lifelong learning for them.