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新课程实施以来,精心选择情境材料,精细创设情境现场,精致实施情境教学,已成为广大政治教师的执着追求。然而,生活纷繁复杂、丰富多彩,情境也是鱼龙混杂、多姿多彩,课堂更是复杂多变、精彩纷呈。如何有效地推进情境教学是个系统工程,前提是教师选择什么素材,创设怎样的情境。不少教师在情境教学时不胜感慨:情境创设易,有效的情境教学难!这些都反映了教师在情境教学时的纠结和迷思:教材和课外的情境材料怎样结合?历史与现实的情境材料如何取舍?简单和复杂的情境材料哪个更有效?情境素材取舍的尺度和情境教学有效的评价标准到底是什
Since the implementation of the new curriculum, careful selection of situational materials, careful creation of situational sites, and elaborate implementation of situational teaching have become the persistent pursuit of the majority of political teachers. However, the complex life, colorful, the situation is quite a mixed bag, colorful, the classroom is more complex and colorful, brilliant. How to effectively promote situational teaching is a systematic project based on the premise of what material the teacher chooses and how to create the situation. Many teachers feel emotion in situational teaching: the situation is easy to create and the effective situational teaching is difficult! These all reflect the tangles and myths of teachers in situational teaching: how to combine teaching materials and extracurricular situation materials? The historical and realistic situation materials How to choose? Simple and complex situation material which is more effective? Situational material selection criteria and context teaching effective evaluation criteria in the end is what