新课程背景下的课堂教学,对于情境的追求日益加剧,认为教学必须创设情境。不可否认,许多思品课因为创设了生动有趣的情境,原本枯燥的课堂变得有吸引力了。但在“情境”一统课堂的今天,过滥、过度、过于平庸或过于花哨的情境充斥着思品课堂。于是我们不禁要思考这样一个问题:到底如何去追求情境创设的有效性呢?一、情境创设有效性的误区1.无效情境:哗众取宠为哪般?[案例]这是七年级上册“我们的姓名和名誉”。上课伊始,教师安排了一个“直击主题”的游戏情境——“话说姓名”。教师刻意让全班54 Under the new curriculum background of classroom teaching, the pursuit of the situation is increasing, that teaching must create the situation. Admittedly, many of the thinking courses became attractive because of the creation of vivid and interesting situations. However, in today’s “classroom” unified classroom, too much, excessive, too mediocre or too fancy situation filled with thinking class. So we can not help but think about such a question: how to pursue the effectiveness of situational creation? First, the situation to create the validity of the errors 1. Invalid situation: grandstanding? [Case] ​​This is the seventh grade “Our Name and reputation ”. At the beginning of the class, the teacher arranged a “direct theme” game situation - “talking name ”. Teachers deliberately let the whole class 54