| 论情境教学的理论基础 |
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| 引用本文： | 王鉴,张晓洁. 论情境教学的理论基础[J]. 当代教育与文化, 2011, 3(5): 19-22 |
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| 作者姓名： | 王鉴 张晓洁 |
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| 作者单位： | 1. 西北师范大学西北少数民族教育发展研究中心,甘肃兰州,730070
2. 华南师范大学教育科学学院,广东广州,510631 |
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| 基金项目： | 2010年度教育部人文社会科学重点研究基地重大项目“西北多民族地区课程与教学问题研究” |
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| 摘 要： | 情境教学是通过创设典型场景,激起儿童热烈的情绪,把积极的情感活动和认识活动结合起来的一种教学模式。情境教学作为一种独特的教学方法较早提出并在理论上进行探讨的是我国特级教师李吉林。情境教学是教学二重性的体现,创设情境应把握好教学生成性和预设性的辩证关系。
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| 关 键 词： | 情境教学 教学预设性 教学生成性 |
On the Theoretical Basis of the Situational Teaching |
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| WANG Jian,ZHANG Xiao-jie. On the Theoretical Basis of the Situational Teaching[J]. Contemporary Education and Culture, 2011, 3(5): 19-22 |
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| Authors: | WANG Jian ZHANG Xiao-jie |
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| Affiliation: | (Research Center for the Educational Development of the Minorities,Northwest Normal University,Lanzhou,Gansu,730070,PRC) |
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| Abstract: | Situational teaching is a teaching model which integrates learners＇ positive emotion and cognitive development through setting up typical situation and stimulating children＇ affective feelings.Li Jilin is a special-grade teacher in our country who views the situational teaching as a distinctive teaching method and conducts theoretical studies on it.Situated-teaching embodies the duality of teaching.When creating situations,it is vital to properly deal with the dialectical relationship between pre-designed teaching and generative teaching. |
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| Keywords: | situational teaching pre-designed teaching generative teaching |
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