陶行知提倡“教、学、做合一”。在这个理念的支撑下,课堂上,老师为了促进学生较好地思考,常会创设一些学生喜闻乐见的情境,站在学生的立场,从学生已有的知识经验出发,为学生搭建一些思考的阶梯,应该说这是一种十分可取的教学行为。但有时“情境”创设不当,造成了大量伪情境,无效情境,这样的情境设置,有时带给学生的是负面的影响。先看几个案例:一、情境设置不当【案例一】数字与信息假期里,电脑公司准备对每个班的投影仪进行检修与维护,如果你是总务处的老师,能用数字向工作人员传递教室位置信息吗?试写 Tao Xingzhi advocated “teaching, learning, to do one ”. Under the support of this concept, in class, in order to promote better thinking of students, teachers often create situations where students like to hear and see. Standing in the position of students, starting from the students’ existing knowledge and experience, teachers build some steps for thinking, It should be said that this is a very desirable teaching behavior. But sometimes the “situation” improper creation, resulting in a large number of false and invalid situations, such situation settings, and sometimes bring negative impact on students. First look at a few cases: First, the situation set properly [Case A] digital and information holidays, the computer company is prepared to repair and maintain the projector for each class, if you are the General Services division teacher, can use the figures to the staff Pass the classroom location information?