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导入是课堂教学的基本环节,也是渲染课堂气氛、激发学生兴趣、指引教学行为的重要手段。而情境导入的形式很多,有事例式、讨论式、提问式、谈话式和游戏式等。不同的导入形式有不同的教学内容相对应,即使是同一种形式,不同的教师运用也会产生不同的教学效果。因此,对思想政治课情境导入方式的效果进行比较,有助于教师更合理地运用情境导入方法,以提高课堂教学效率。一、情境导入的含义及其教学功能情境是指一定时间内各种情况结合的氛围。导入是组织课堂教学的起始环节,也是引入新课的基础。情境导入教学法就是指通过创设具体、生
Import is the basic part of classroom teaching, but also an important means to render classroom atmosphere, stimulate students’ interest and guide teaching behavior. The situation into a lot of forms, there are examples, discussion, questioning, talk and game and so on. Different forms of instruction have different teaching contents corresponding to each other. Even if they are in the same form, different teachers can produce different teaching effects. Therefore, comparing the effects of the ways of introducing the ideological and political lessons into the situation can help teachers make more rational use of situational approaches to improve classroom teaching efficiency. First, the meaning of contextualization and teaching function Context refers to a combination of circumstances within a certain period of time atmosphere. Import is the starting point of organizing classroom teaching, but also the basis for the introduction of new courses. Situational approach to teaching refers to the creation of specific, students