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在当前教育教学模式改革的浪潮下,教师“一言堂”的教学模式开始受到批判。以案例分析教学法、课堂情境教学法为代表的多种新兴教学模式开始得到大家的广泛关注和认同。但是,由于小部分教师对此类新模式的理解存在误区,特别是对情境教学法缺少深入而理性的思考,致使一些课堂讨论的学习在实践中收效甚微,一些教师甚至开始否定教学模式的实际意义,对情境教学法存在诸多的质疑。本文以情境教学法的基础理论为起点,阐明情境教学法对教育教学模
Under the current tide of reform in education and teaching mode, teachers’ teaching mode of “one word and one” began to be criticized. A variety of new teaching modes represented by case study teaching methods and classroom situational teaching have drawn wide attention and recognition from everyone. However, due to the misunderstanding of a small number of teachers on such new modes, especially the lack of in-depth and rational reflection on the situation teaching method, some of the classroom discussions have little effect in practice and some teachers even begin to deny the teaching mode In fact, there are many questions about the situation teaching method. Based on the basic theory of situational teaching method, this essay expounds the significance of situational teaching method to educational teaching mode