摘要
情境认知理论主张教学应创设以学习者为中心的问题情境。教学设计过程就是情境创设的过程,精心创设教学情境已是提高教学有效性的一项重要策略。在当前的教学实践中,教学情境的创设越来越受到教师的重视,同时也出现了一些偏差,一些教师在情境创设的过程中迷失了教学的基本方向,陷入了情境创设的误区,即教学过程形式化误区、教学素材成人化误区、教学组织活动化误区、教学场景虚拟化误区以及教学环境场景化误区。
The situational cognition theory believes that the learner-centered question situation should be set in the process of teaching. To design teaching, in some sense, is to design teaching situation because the well-built teaching situation has become an important strategy to improve teaching effect. The present teaching practice shows that teaching situation design is attracting more and more attention from teachers, but misunderstanding appears as well. Due to the misunderstanding of teaching design, some teachers have failed to grasp the fundamentals in teaching by formalizing teaching process, perplexing the teaching materials, organizing valueless activities, virtualizing teaching scenes and creating unreal scenes in teaching.
出处
《西南大学学报（社会科学版）》
CSSCI
北大核心
2007年第5期126-129,共4页
Journal of Southwest University(Social Sciences Edition)
关键词
教学情境
情境创设
误区
teaching situation
situation design
misunderstanding
