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情境教学法是指在教学过程中,教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景,以引起学生一定的态度体验,从而帮助学生理解教材,并使学生的心理机能得到发展的教学方法。它以“创设情境”为突破口,着眼于儿童的身心发展,从我国古代文论的“境界说”及外语情景教学中吸取营养发展起来的。小学低年级语文教学中的情境教学,主要体现在拼音、词语和阅读的教学中,常用的方式有以下几种:直观形象法和客观联系法等方式理解拼音和词语;通过音乐渲染法,课件再现法,语言描绘法等方式进行阅读教学。创设教学情境的方法多种多样。在实际操作中,需要从实际出发,灵活地、综合地运用这些具体方法。
Situational teaching method refers to the process of teaching, teachers purposely introduce or create a certain emotional color, the image as the main body of the vivid concrete scenes to arouse students experience a certain attitude to help students understand the textbooks, and to enable students The psychological function of the development of teaching methods. It takes “Creating Situations ” as a breakthrough to focus on children ’s physical and mental development, developed from the “theory of state” and the teaching of foreign language scenes in ancient Chinese literary theory. Situational teaching in the lower grades of primary school is mainly embodied in the teaching of pinyin, words and reading. There are several commonly used ways to understand Pinyin and words in the way of visual image and objective contact; through the method of music rendering and courseware Reproduction Act, Language Painting and other means of reading teaching. There are many ways to create a teaching situation. In practice, we need to start from the reality, flexible and comprehensive use of these specific methods.