What is situational teaching method

What is situational teaching method is as follows:

Situational teaching method refers to the teaching process, the teacher purposely introduced or created with a certain emotional color, image-based vivid and specific scenes, in order to cause the students to a certain attitude of the experience, so as to help the students to understand the teaching materials, and enable the students to develop the psychological function of the Teaching method. The core of the contextual teaching method is to stimulate students' emotions.

The theoretical basis of contextual teaching method is:

Emotional and cognitive interactions

Emotional psychology research shows that the individual's emotion has at least three aspects of the cognitive activity of motivation, reinforcement, and regulation of function. The power function refers to the efficacy of emotion to increase or decrease the force on cognitive activity, that is, healthy, positive emotions play a positive role in initiating and promoting cognitive activity, and negative unhealthy emotions play a role in hindering and inhibiting cognitive activity.

The situational teaching method is to cause students to have positive and healthy emotional experience in the teaching process, to directly improve students' motivation to learn, and to make learning activities become students' active and happy things. Emotions on the cognitive activity of the power-enhancing efficacy, to us to solve the current problem of insufficient learning motivation prevails in primary school students to a new revelation.

The regulating function of emotion refers to the organizing or disintegrating effect of emotion on cognitive activities, i.e., medium intensity, pleasant emotions are conducive to the organization and conduct of intellectual operations, while too strong and too weak emotions and poor emotions may lead to confusion in thinking and difficulty in remembering. Situation teaching method requires the creation of the situation is to make students feel relaxed and happy, calm and refreshing, to promote the development of students' mental activities and in-depth.

The practice of classroom teaching, but also make people y feel: cheerful and lively classroom atmosphere is an important condition for achieving excellent teaching results, students' emotions and joyful and encouraging is often the time of internalization and deepening of knowledge.

Brain science research shows that: human brain function, the left and right hemispheres have both division of labor and cooperation, the left hemisphere of the brain is in charge of logic, rationality and analytical thinking, including verbal activities; the right hemisphere of the brain is responsible for intuition, creativity and imagination, including emotional activities. In traditional teaching, whether it is the teacher's analytical explanation, or the students' single exercise, or even mechanical recitation, what is mobilized is mainly the activity of the left hemisphere of the brain which is logical and emotionless.

And contextual teaching, often let the students first feel and then expressed in language, or feel while prompting the positive activity of internal language. When feeling, the right hemisphere of the brain in charge of image thinking is excited; when expressing, the left hemisphere of the brain in charge of abstract thinking is excited. In this way, the two hemispheres of the brain are alternately excited, inhibited or excited at the same time, working together, greatly tapping the potential energy of the brain, students can learn in a relaxed and happy atmosphere.

Therefore, contextualized teaching can achieve significantly better teaching results than traditional teaching.

Intuitive principle of cognition

From the methodological point of view, contextual teaching is the use of the principle of reflection theory, according to the role of objective existence on the subjective consciousness of children. And it is through images that the world enters children's consciousness, and consciousness is a reflection of objective existence.

The context created by contextual teaching, because it is consciously created by man, optimized, conducive to children's development of the external environment, this optimized objective situation, under the domination of the teacher's language, so that children are placed in a specific situation, not only to influence the child's cognitive psychology, but also to promote the children's affective activities to participate in the learning, which gives rise to the children's own self-movement.

More than 300 years ago, the Czech educator Comenius wrote in The Great Theory of Teaching: "All knowledge begins with the senses." This discourse reflects an important aspect of the law of students' knowledge in the teaching process: intuition can make abstract knowledge concrete and visualize, and help students form perceptual knowledge.

Situational teaching method to make students in the situation or as if they were there, is to show students a clear and concrete image (including direct and indirect image), one of the students from the image of the perception of the abstract rationality of the epiphany, and the second is to stimulate the students' learning mood and interest in learning, so that the learning activities to become the students' active, conscious activities.

It should be pointed out that one of the essential features of the contextual teaching method is to stimulate the students' emotions, which promotes the students' cognitive activities. The demonstration teaching method is limited to the physical objects, teaching aids presented to the students, or teachers simply do demonstration experiments, although there is also a role of intuition, but only the effect of physical intuition can only lead to the students cold intellectual operation, and can not cause the students of the fire, can not play a role in the emotion.

Similarity principle of thinking science

Similarity principle reflects the sameness between things, is the principle of universality, is also the theoretical basis of contextual teaching. The image is the main body of the context, the simulation in contextual teaching should be the image in the model text and the image of the teaching needs to the object, the image in the context should also be consistent with the knowledge and experience of students.

Situational teaching method to income or create many vivid scenes in the teaching process, that is, to provide students with more perceptual objects, so that the students' brain in the similar block (knowledge unit) increase, help students inspiration, but also cultivate the ability of students to think similarly.

Conscious and Unconscious Mind

It is well known that conscious mental activity is the sum of the mental activities that the subject is aware of in relation to the object, including intentional perception, intentional memory, intentional attention, intentional re-cognition, intentional reenactment (reminiscence), intentional imagination, intentional representations (reconstructed and created), logical and verbal thinking, intentional experience, and so on.

But unfortunately, such a wealth of conscious mental activity is still unable to accomplish the tasks of recognizing, adapting to, and transforming nature on its own. The ultimate goal of contextual teaching is also to induce and utilize the cognitive potential offered by the unintentional psychology of grief.

Since Freud, the phenomenon of unconscious mind has been emphasized by more and more scholars. The so-called unconscious mind is the sum of mental activities that people are not aware of, which is the unity of the subject's unconscious knowledge and internal experience of the object, and is an indispensable form of reflection of the human brain.

It includes unintentional perception, unconscious memory, unintentional recollection, unintentional representation, unintentional imagination, non-verbal thinking, unintentional attention, unintentional experience and so on. The definition emphasizes that the unconscious mental activity has two functions:

1. An unconscious cognitive effect on the object. For example, when we are walking and talking, we do not have a conscious image of the roadside scenery and other things on the road, but we will not trip over a pile of stones on the road. The reason is that the "stone" in fact caused us to reflect, and produce "avoid" this unconscious, unnoticed, involuntary and ambiguous somatic response;

2, on the object of a kind of unawareness of the role of internal experience The so-called "emotional contagion" is a manifestation of this function of the unconscious mind. For example, we may feel happy for no reason, unknowingly depressed, which is often the result of the role of the state of mind. The state of mind itself is an emotional state, which can make all other human experiences and activities are colored with a longer emotional color.

Research has shown that the above two functions of the unconscious mind play a direct role in the cognitive process: first of all, it is a necessary form of recognizing the objective reality; and secondly, it is a kind of ability to motivate people to learn or work creatively and effectively. It can be seen that the potential of unconscious mental activity is an indispensable source of energy in the human cognitive process.

The purpose of contextual teaching is to call upon these functions of the unconscious as much as possible, that is to say, to emphasize the unity of intellectual and non-intellectual factors in the unconscious.

Unification of intellectual and non-intellectual factors

Teaching is a cognitive process in which intellectual and non-intellectual factors are unified. Otherwise, people often say, "to understand the reason, to move the feelings" will lose the theoretical basis.

In the teaching of this specific context of interpersonal communication, by the bilateral activities of teachers and students, which teachers and students there are two intertwined in the information exchange circuit: knowledge information exchange circuit and emotional information exchange circuit. The two influence each other, depend on each other, from different sides **** the same role in the teaching process.

The information in the knowledge loop is the teaching content, the information carrier is the form of teaching; the information in the emotional loop is the change of emotional feelings of teachers and students, and its carrier is the expression of teachers and students (including verbal expression, facial expression, movement expression, etc.).

Whichever of these circuits fails, it will certainly affect the quality of teaching activities, only when the two circuits are unimpeded, teaching can achieve the desired results.

The use of contextualized teaching first need to "focus on the development" point of view, a comprehensive proposal for the teaching task, and then select the best teaching program, according to the task of teaching, classroom characteristics and the teacher's own quality, to choose the way to create a context.

Basic way

Life Show Context

That is, the students into the society, into the nature, from the life of the selection of a typical scene, as the students observe the object, and with the teacher's language portrayal, distinctly in front of the students.

Physical demonstration of the situation

That is, to the physical as the center, slightly set the necessary background, constituting a whole, in order to demonstrate a particular situation. Demonstration of the situation in kind, should take into account the corresponding background, such as "the whale on the sea", "blue sky swallow", "vine gourd", etc., can be through the background, provoke students The first is to make the student's mind up about the situation.

Pictures to reproduce the situation

Pictures are the main means of displaying the image, with pictures to reproduce the text situation, in fact, is to visualize the content of the text. Text illustrations, specially drawn wall charts, clip art, sketches and so on can be used to reproduce the text situation.

Music Rendering Context

The language of music is subtle and strong, giving people a rich sense of beauty, and often makes people mesmerized. With its characteristic melody and rhythm, it shapes the musical image and brings the listener to a unique mood.

Rendering a mood with music is not limited to playing ready-made music and songs, but the teacher's own playing and singing as well as the students' performance singing and humming are all effective ways. The key is to choose the music and the tone of the textbook, the mood and the development of the situation to correspond and harmonize.

Performing to experience context

There are two kinds of performances in contextual teaching, one is to get into the role, the other is to play the role. "Into the role" that is, "if I am the text of the x x"; play the role, is to take on a role in the text to perform. As students enter the role, play the role, the role of the text is no longer in the books, but is their own or their classmates, so that the students will inevitably produce a sense of affinity for the role of the text, naturally deepen the inner experience.

Language description of the situation

The above five ways to create a situation, are the use of visual means. Contextual teaching is very concerned about the combination of visual means and language depiction. When the situation appears, the teacher accompanied by language depiction, which plays a certain role in guiding the cognitive activities of students. Language depiction improves the effect of perception, the situation will be more distinct, and with emotional color to the students' senses.

Students' subjective feelings are intensified by the excitement of their senses, which stirs up emotions and facilitates their entry into a particular situation. With the age, the intuitive means gradually reduced, the simple use of verbal description to bring into the situation increased.