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语文情境教学法的创建者李吉林老师说:“所谓情境教学法,就是遵循反映论的原理,充分利用形象,创造生动具体的教学情境,激发学生的学习情绪、潜在智慧,引导学生从整体上理解和运用语言,促进学生心理品质和谐发展。”创设情境,教师让学生置身于形象生动的场景中,创造出与课文内容融合的学习气氛,使学生的情感与课文的情感产生共鸣,达到“言皆出于吾之口,意皆出于吾之心”的境界。总之,情境教学实际上就是一种教学艺术的再创造,它的核心是激起学生的情绪,有效地调动学生的主观能动性,使其达到情感与认识统一。在多年来的语文教学中,我在利用情境教学方面作了如下尝试,收到了良好的效果。
Li Jilin, the founder of the Chinese situational teaching method, said: “The so-called situational teaching method is to follow the principle of reflection theory and make full use of the image to create vivid and specific teaching situations to stimulate students’ learning sentiment and potential wisdom and guide students as a whole Understand and use language to promote the harmonious development of students ’psychological quality. ”“ Creating situations, teachers allow students to live in a vivid scene and create a learning atmosphere that integrates with the text content, so that the students’ emotions and text emotions resonate and reach ”Words are out of my mouth, meaning are out of my heart " realm. In short, situational teaching is actually a re-creation of teaching art, and its core is to arouse the students ’emotions and effectively mobilize the students’ subjective initiative so as to achieve the unity of emotion and cognition. In the years of teaching Chinese, I made the following attempts to use situational teaching and received good results.