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在众多教学改革的原则中,主体性是素质教育的核心和灵魂。在教学中要真正体现学生的主体性,就必须使认知过程是一个再创造的过程,使学生在自觉、主动、深层次的参与过程中,实现发现、理解、创造与应用,在学习中学会学习。使学生产生明显的意识倾向和情感共鸣,是主体参与的条件和关键。情境教学具有一定的代表性,它以优化的情境为空间,根据教材的特点营造、渲染一种富有情境的氛围,让学生的活动有机地注入到知识的学习之中。它强调学生的积极性,强调兴趣的培养,以形成主动发展的动因,提倡让学生通过观察,不断积累丰富的表象,让学生在实践感受中逐步认知知识,为学
Among the many teaching reform principles, subjectivity is the core and soul of quality education. In teaching to truly reflect the subjectivity of students, we must make cognitive process is a re-creation process, so that students in the process of conscious, active and deep participation, to achieve discovery, understanding, creation and application of learning Learn to learn. So that students have a clear sense of inclination and emotional resonance, is the main conditions for the participation and the key. Situation teaching has some representativeness. It takes the optimized situation as the space and creates and renders a kind of rich atmosphere based on the characteristics of the teaching materials, so that students’ activities can be organically injected into the learning of knowledge. It emphasizes the enthusiasm of students and emphasizes the cultivation of interests to form the motivation for active development. It encourages students to continuously accumulate rich appearances through observation so that students can gradually acquire knowledge through practical experience.