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“迷思概念”是来源于日常的直觉经验与观察,会使学生在头脑中形成与科学概念不一致的认识。在教学过程中,这些错误认识会影响学生出现正方形和正方体,几和第几,左和右等迷思概念。情境教学法是特级教师李吉林老师提出的,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,并使学生心理机能得到发展的方法”。设置学习情境既激发学生的学习体验,更能促进学生
“Mystical concept ” is derived from daily intuition and experience, which will make students think in a different way from the concept of science. In the teaching process, these misunderstandings will affect students appear square and cube, and several, left and right myth concepts. Situational teaching method is proposed by senior teacher Li Jilin, refers to “in the teaching process, teachers purposely introduce or create a certain emotionally colored image-based vivid concrete scenes to arouse students’ attitude to experience, So as to help students understand the teaching material, and make students develop the psychological function ”. Setting learning situations not only inspire students’ learning experience, but also promote students