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情境教学是充分利用形象,创设典型场景,激起学生的学习情绪,把认知活动与情感活动结合起来的一种教学模式。“形真”、“情切”的情境有利于帮助学生通过形象认识世界,获得身临其境的体验,加深对文本语言的理解和感悟,提高教学效率,因而被越来越多的语文教师所采用,为语文课堂特别是阅读教学课堂注入了活力。但在实践中,我们也发现,一些教师尚未把握情境教学的要义,创设情境时,出现了许多偏差。
Situational teaching is to make full use of the image, to create a typical scene, arouse the students’ learning sentiment, the cognitive activity and emotional activity combined with a teaching mode. The situation of “shape truth” and “emotionality” helps to help students understand the world through images, get immersive experiences, deepen the understanding and perception of textual languages and improve the teaching efficiency. Therefore, more and more Chinese teachers Used, the language classroom, especially reading teaching classroom into the vitality. In practice, however, we also find that some teachers have not yet mastered the essence of situational teaching, and many deviations have occurred in the creation of situations.