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不言而喻,情境教学不是像传统教学那样主要依靠教师的讲解、灌输和学生被动接受学习的过程,而是学生情不自禁地走进情境、融入情境之中,积极主动地去思考、发现、探究、体验、感悟等,从而实现三维目标有效整合的过程。在新课程理念的指导下,应该说绝大部分的教师都能认识到良好的情境教学在思品课教学中的重要意义。但是,有些教师的情境教学因为存在一系列的问题而达不到预期的教学效果。那么,针对这些问题
It goes without saying that situational teaching does not mainly depend on teachers ’explanations, inculcations and students’ passive acceptance of learning process as traditional teaching. Instead, students can not help but walk into situations and integrate into situations to actively think, discover and explore , Experience, perception, etc., in order to achieve the goal of effective integration of three-dimensional process. Under the guidance of the new curriculum concept, it should be said that the vast majority of teachers can recognize the importance of good situational teaching in thinking class teaching. However, some teachers’ situational teaching can not achieve the expected teaching effect because of a series of problems. Well, for these problems