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教学情境,指教师在教学过程中以教材为依据,为了达到既定的教学目的,从教学需要出发,引入、制造或创设与教学内容相适应的,以形象的、富有感情色彩的具体场景或氛围。教学情境可以解决学生认识过程中的形象与抽象、实际与理论、感性与理性以及旧知与新知关系的矛盾,促进学生的有意义学习。创设情境一定要根据教学目标,紧贴教学内容,遵循青少年的心理和认知规律。一、用游戏创设教学情境在课堂中,我经常根据学生心理特点和教材内容,设计各种游戏,以满足学生爱动好玩儿的心理,创设愉快的学习氛围。如在初一学习有理数的加法运算时,我就采用抽取扑克牌做游戏,规则如下:红色的数代表正数,黑色
Teaching situation refers to the teachers in the teaching process based on teaching materials, in order to achieve the intended teaching purposes, starting from the teaching needs, the introduction, manufacture or create and adapt to the teaching content, the image of the emotional scenes of the specific atmosphere or atmosphere . The teaching situation can solve the contradiction between the image and abstraction, the reality and the theory, the sensibility and the rationality, the relation between the old knowledge and the new knowledge in the process of students’ cognition, and promote the meaningful learning of the students. Create situations must be based on teaching objectives, close to teaching content, follow adolescent psychology and cognitive rules. First, the use of the game to create teaching situations In the classroom, I often based on the psychological characteristics of students and teaching materials, design a variety of games to meet the students love to play well the psychological, create a pleasant learning atmosphere. As in the first to learn the addition of rational numbers, I use the draw card to play the game, the rules are as follows: The red number represents a positive number, black