一、合理运用教学方法,激发学生练习兴趣游戏教学、情境教学是教师们运用比较普遍、比较熟练的教学方法。尤其在水平一学生的课堂教学中使用较频繁,而这些教学方法因不同教材、不同教师的教学组织与调控水平的差异,产生不同的教学效果。比如,情境教学法的使用,在三节课中有两节课运用了情境教学。A教师是以大脚天才为情境主人,展开教学,把学生比喻成大脚天才,以大脚天才苦练本领、确定目标、奋力闯关为主线,一步步引导、激发学生的练习欲望,以达到预定教学目标;B教师以小朋友都喜欢的动画片《熊出没》中的熊大带领熊宝宝们练习跳房子、跳过树桩、挑战自我为情境展开教学,以熊宝宝们一步步通过情境地发展来达到教学目标。A、B二位教师的想法和设计十分巧妙,也符合学生的年龄心理特点;三节课中全 First, the rational use of teaching methods to stimulate students to practice interest in teaching games, situational teaching teachers use more common, more skilled teaching methods. Especially in the level of a student’s classroom teaching more frequently used, and these teaching methods due to different textbooks, different teachers teaching organization and control the level of differences, resulting in different teaching effects. For example, the use of situational teaching method, the two classes in three classes use situational teaching. A teacher is a big foot genius as the master of the situation, teaching, the students compared to the big foot genius, genius ability to work hard, to determine the goal, struggling to break through the main line, step by step guide to stimulate students’ desire to practice in order to achieve Scheduled teaching goals; B teachers to bear like the children are like “bear” Bear in the lead bear baby who practice hopscotch, skip the stump, challenge themselves to teach the situation for the situation, to bear the baby step by step through the situation to develop Achieve teaching goals. A, B two teachers the idea and design is very clever, but also in line with the psychological characteristics of students age; the whole three classes