What Is Contextual Teaching?

Situational teaching method refers to that during the teaching process, teachers purposefully introduce or create vivid and specific scenes with a certain emotional color and image as the main body, in order to arouse a certain attitude experience of the students, thereby helping students understand the teaching materials and make students The teaching method of psychological function can be developed. The core of situational teaching method is to stimulate students' emotions. Situational teaching affects students only after further refinement and processing of society and life. Such as role models, vivid language descriptions, in-class games, role-playing, recitation of poetry, painting, gymnastics, music appreciation, tourism, etc., are all in the context of teaching content in the specific image, which must also exist The implied effect of subtle influence.

Chinese name: Situational approach
founder: British Applied Linguist

Time: 1930s to 1960s
Applied discipline: psychology

Founder of Situational Pedagogy

Developed by British applied linguists from the 1930s to the 1960s.

Basic Meaning of Situational Teaching

Theoretical Basis of Situational Teaching

The theoretical basis of the situational teaching method is:

Affective and Cognitive Interaction in Situational Teaching

Emotional psychology research shows that the emotions of individuals have at least three functions: motivation, reinforcement and regulation. Dynamic function refers to the effect of emotion on the increase or decrease of cognitive activity, that is, healthy and positive emotions actively initiate and promote cognitive activities, and negative and unhealthy emotions hinder and inhibit cognitive activities. effect. The situational teaching method is to arouse students 'positive and healthy emotional experience in the teaching process, directly improve the students' enthusiasm for learning, and make learning activities become active and happy things for students. The empowerment effect of emotions on cognitive activities has given us new inspirations to solve the problem of insufficient learning motivation that is common among elementary school students. Emotional regulation refers to the organization or disintegration of emotions on cognitive activities, that is, medium-strength and pleasant emotions are beneficial to the organization and conduct of intellectual operations, while too strong and weak emotions and poor emotions may lead to thinking Confusion and memory difficulties. The situational teaching method requires the creation of a situation to make students feel relaxed, calm, refreshing, and promote the development and in-depth development of students' psychological activities. In the practice of classroom teaching, it also makes people deeply feel that: a cheerful and lively classroom atmosphere is an important condition for obtaining excellent teaching results, and the time when students' emotions are high and joyful is often the time when knowledge is internalized and deepened.

Brain science research shows that: the human brain functions, both the left and right hemispheres have both division of labor and cooperation. The left hemisphere of the brain is responsible for logical, rational and analytical thinking, including speech activities; Include emotional activities. In traditional teaching, whether it is a teacher's analysis and explanation, or a student's individual exercise, or even a mechanical recitation, the movement of the left hemisphere of the brain is mainly logical and emotional. In context teaching, students often feel first and then use language to express, or promote the active activities of internal language while feeling. When feeling, the right hemisphere of the brain that controls image thinking is excited; when expressing, the left hemisphere of the brain that controls abstract thinking is excited. In this way, the two hemispheres of the brain alternately excite, suppress, or simultaneously excite, and work together to greatly tap the potential energy of the brain. Students can learn in a relaxed and happy atmosphere. Therefore, situational teaching can obtain significantly better teaching results than traditional teaching.

The intuitive principle of situational teaching

From the perspective of methodology, situational teaching is based on the role of reflection theory and the role of children's subjective consciousness. The world enters children's consciousness through images, and consciousness is a reflection of objective existence. The situation created by the context teaching is artificially consciously created and optimized, which is conducive to children's development. This optimized objective situation, under the control of the teacher's language, places children in a specific situation , Not only affect children's cognitive psychology, but also promote children's emotional activities to participate in learning, thereby causing children's own self-movement.

More than 300 years ago, Czech educator Comenius wrote in The Great Teaching Theory: "All knowledge begins with the senses." This statement reflects an important aspect of the law of students' understanding in teaching: intuitiveness can make The realization and abstraction of abstract knowledge is helpful to the formation of students' perceptual knowledge. The situational teaching method enables students to be immersive or as it is, by showing students a clear and concrete image (including direct and indirect images), one that enables students to perceive abstract rational rationality from image perception, and the other that inspires Students' learning emotions and learning interests make learning activities active and conscious.

It should be pointed out that an essential feature of the situational teaching method is to stimulate students 'emotions, thereby promoting students' cognitive activities. The demonstration teaching method is limited to presenting physical objects and teaching aids to students, or teachers can simply perform demonstration experiments. Although there are also intuitive effects, only the visual effects of physical objects can only lead to cold intellectual operation of students, and not cause students' Hot feelings cannot play an emotional role.

Similar principles of situational teaching thinking science

The principle of similarity reflects the identity between things. It is the principle of universality and the theoretical basis of context teaching. The image is the subject of the situation. The simulation in the situation teaching should be based on the image in the model text and the image needed for teaching. The image in the situation should also be consistent with the students' knowledge and experience. The situational teaching method should include or create many vivid scenes during the teaching process, that is, to provide students with more perceptual objects, increase the similar blocks (knowledge units) in the student's brain, help students to generate inspiration, and also cultivate The ability of students to think similarly.

Contextual and Unconscious Psychology

As we all know, conscious mental activity is the sum of the psychological activities that the subject realizes about the object, including intentional perception, intentional memory, intentional attention, intentional recognition, intentional reproduction (recollection), intentional imagination, intentional appearance (reconstructed and creative ), Logical and verbal thinking, intentional experiences, and more. But unfortunately, the conscious mental activities that contain such a rich content still cannot complete the task of recognizing, adapting and transforming nature alone. The ultimate goal of situational teaching is also to induce and use the cognitive potential provided by unconscious grief.

Since Freud, the phenomenon of unconscious psychology has been valued by more and more scholars. The so-called unconscious psychology is the sum of the psychological activities that people do not realize. It is the unity of the subject's unconscious awareness of the object and the internal experience. It is an indispensable reflection form of the human brain. Recognition, unintentional appearance, unintentional imagination, nonverbal thinking, unintentional attention, unintentional experience, etc. This definition emphasizes two functions of unconscious mental activity:

An unknowing cognitive effect on the object. For example, when we talk while walking, we do not have a conscious image of the scenery on the side of the road and other things on the road, but we do not trip over a pile of stones on the road. The reason is that the "stone" actually caused our reflection and produced the unconscious, unnoticed, involuntary and ambiguous physical response of "avoidance";

An unconscious internal experience of the object. The common saying of "emotional contagion" is the manifestation of the function of unconscious psychology. For example, we will feel joyless and unconsciously depressed for no reason, which is often the result of mood. The state of mind itself is an emotional state, which can make all other people's experiences and activities stained with emotion for a long time.

Research shows that the above two functions of unconscious psychology directly affect people's cognitive process: firstly, it is a necessary form for people to understand objective reality; secondly, it is a ability to promote people to effectively study or creative work. It can be seen that the potential of unconscious mental activity is an indispensable energy source in human cognitive processes. The purpose of situational teaching is to call these functions of the unconscious as much as possible, that is, to emphasize the unification of intellectual and non-intelligent factors unconsciously.

Unification of intelligence and non-intellectual factors in situational teaching

As a cognitive process, teaching is a combination of intellectual and non-intelligent factors. Otherwise, people s saying justify the truth and move the emotions has lost its theoretical basis. The interpersonal communication in this particular context of teaching is composed of bilateral activities between teachers and students, in which there are two intertwined information exchange circuits: knowledge information exchange circuits and emotional information exchange circuits. The two interact with each other and depend on each other to work together on the teaching process from different aspects. The information in the knowledge loop is the teaching content, and the information carrier is the teaching form; the information in the emotion loop is the change of teachers and students' emotions, and its carrier is the teacher and student's expressions (including speech expressions, facial expressions, action expressions, etc.). No matter which circuit is faulty, it will inevitably affect the quality of teaching activities. Only when both circuits are unobstructed can teaching achieve the desired effect.

The use of situational teaching first requires a "development-oriented" perspective to comprehensively propose teaching tasks, and then optimize the teaching plan. According to the teaching task, class characteristics, and the teacher's own qualities, choose the way to create a situation.

Basic Approaches to Situational Teaching

There are six ways to create a situation:

Situational teaching

That is to bring students into society, into nature, select a typical scene from life as the object of student observation, and vividly show in front of the students in the description of teacher language.

Situational teaching method

That is to take the real object as the center, set the necessary background slightly, and form a whole to demonstrate a specific situation. When presenting the situation in kind, you should consider the corresponding background, such as "whale on the sea", "swallow on the blue sky", "gourd on the vine", etc., can stimulate students' far-reaching association through the background.

Scenario Teaching Method

Pictures are the main means of displaying images. Using pictures to reproduce the context of a text is actually to visualize the content of the text. Text illustrations, wall charts, clip art, stick figures, etc. can be used to reproduce the text context.

Scenario Teaching Method Music Rendering Situation

The language of music is subtle and strong. It gives people a rich sense of beauty and often makes people fascinated. It uses a unique melody and rhythm to shape the image of the music and bring the listener to a unique mood. Rendering situations with music is not limited to playing ready-made music and songs. Teachers' own playing, soft singing, and student singing and humming are all effective methods. The key is that the selected music should correspond and coordinate with the keynote, artistic conception, and situational development of the textbook.

Situational teaching performance experience situation

There are two kinds of performances in context teaching, one is to enter the role, and the other is to play the role. "Entering a role" means "if I'm XX in the text"; playing a role means performing a role in the text. As the students enter and play roles themselves, the role of the text is no longer in the books, but the classmates in their own class. In this way, the students will naturally feel intimate with the role in the text and naturally deepen their inner experience. .

Situational language

The five ways of creating situations described above all use intuitive methods. Situational teaching emphasizes the combination of intuitive means and language depiction. When situations arise, teachers accompany language depictions, which plays a certain guiding role in students' cognitive activities. Linguistic depiction improves the effect of perception, the situation will be more vivid, and it will affect the senses of students with emotional color. Students' subjective feelings are strengthened by sensory excitement, which stimulates emotions and promotes them into specific situations.

With the increase of age, the visual means gradually decrease, and the use of language description alone brings more context.

Situational teaching method function

The function of context teaching is mainly manifested in two aspects: cultivating function and suggesting (or enlightening) function.

1. Situational teaching can cultivate people's emotions and purify their hearts

In terms of educational psychology, cultivating means to give people a good or good influence on their consciousness. Regarding the cultivating function of context teaching, Confucius as early as the Spring and Autumn Period summed it up as "spoken teaching" and "beautiful benevolence"; Yan Zhitui, a scholar of the Southern Dynasties, further pointed out its significance in cultivating and educating young people: "People are young, their spirits are uncertain, and the money they are charged with, they are cleaned up, they are laughing and laughing, they have no intention of learning, they are easy to darken, and they naturally emulate them." That is, the ancients said "Tao Qingye".

The shaping function of situational teaching is like a filter, which can make people's emotions purified and sublimated. It removes negative factors from emotions and retains positive elements. This purified emotional experience has more effective auxiliary cognitive functions in terms of regulation, motivation, infectivity, intensification, orientation, adaptability, and signalness.

2. Situational teaching can provide students with good hints or inspirations, which is conducive to training students 'creative thinking and developing students' adaptive ability.

As we all know, the process of human socialization forms "the sum of all social relations". This process of transforming from a natural person to a social person is actually the result of a combination of environmental, social, family, school, ethnic, and geographical factors. Some of these effects are perceived by us, but more are affecting us unknowingly. Therefore, Bulgarian hinter G. Lozhanov pointed out: "We are taught and educated for the environment in which we live, and we are taught and educated for it."

The reason people need to be taught and educated in the environment is that they are suggestive. This is proven jointly by the Institute of Psychology and Hintology. A. Benai's experiments proved that the ability to accept hints naturally exists in children. Accepting hints is a human instinct. Therefore, in his book "Impossibleness", "Impossibleness" has become synonymous with "educability". In fact, these conclusions are also valid in the context of sociology: since "people are the sum of all social relations", they must be affected by all social relations. "Man creates the environment, and the environment also creates the person."

Situational teaching affects students only after further refinement and processing of society and life. Such as role models, vivid language descriptions, in-class games, role-playing, recitation of poetry, painting, gymnastics, music appreciation, tourism, etc., are all in the context of teaching content in the specific image, which must also exist The implied effect of subtle influence.

In other words, the specific situation in context teaching provides some clues to mobilize people's original cognitive structure. After the internal integration of thinking, people will realize or produce a new cognitive structure. The clues provided by the situation serve as an arousal or enlightenment of wisdom. For example, a person who is in a certain problem situation will be inspired by a certain sentence to remind or encounter something to solve the problem smoothly.

Situational Teaching Principles

In order to make situational teaching better use the above two functions, the following important principles are put forward:

1. Unification of Consciousness and Unconsciousness and Unification of Intelligence and Non-intellectuality

These are the two basic conditions for achieving situational teaching. The unconscious regulates and supplements the conscious, the emotional factors regulate and supplement the rational factors. This kind of cognitive law of human beings requires not only to consider how to make students concentrate, cultivate their hard work and study spirit, but also how to mobilize their emotions, interests, desires, motivations, and unconscious potentials to promote intellectual activities . When teachers encourage students to work hard, they may have unconsciously hinted that they are not capable, so you should work hard. This virtually increased their fear. If we can realize this, we will regard students as individuals who are acting simultaneously with reason and emotion, and we will find ways to mobilize students' potential in all aspects of body and mind.

The unification of unconsciousness and consciousness, the unification of intelligence and non-intelligence, is actually a state of concentration and ease of coexistence. At this time, people's associations are moving freely, emotions are fluctuating randomly, perceptions are secretly accumulating, and skills are increasing with the times. This is exactly the effect that situational teaching should pursue.

2. Pleasure and experiential principles

This principle is proposed based on the cognitive activity being experiential and the relationship between human behavioral efficiency and psychological arousal level. This principle requires teachers to guide students to develop a sense of various problems, develop their own thinking and imagination, seek answers, and distinguish between right and wrong in a relaxed and pleasant situation or atmosphere. In the teaching guided by this principle, the "process" of thinking is the same as "result" Just as important, the purpose is to make students think and discover experiences as a joy, not a compulsion or burden.

3. The principle of autonomy under the mutual trust between teachers and students

This principle emphasizes two aspects: one is the good teacher-student relationship, and the other is the student's subject status in education and teaching. Good teacher-student relationship is the basic guarantee of situational teaching. Teaching is a kind of interpersonal communication in a specific situation. Situational teaching emphasizes this point. Only when there is mutual trust and mutual respect between teachers and students, and the teacher truly "knows the truth and moves the emotions" to the students, can the two information circuits mentioned above be unblocked. This means that teachers must fully understand the students, and students must fully understand the teachers to form a tacit understanding with each other. The subjective status of students in teaching determines that autonomy focuses on teachers encouraging students to "independent thinking" and "self-evaluation" and to cultivate students' initiative and innovation. This principle requires teachers to start from the actual situation of students in the context of teaching, so that students can get a life experience while completing their studies. It means that all teaching activities must be based on students' initiative, initiative and happiness.

Situational Teaching Method

Situational teaching

Continue to stimulate the motivation of learning in the joy of inquiry-turning passive learning into self-need.

Teaching is a purposeful behavior and a meaningful activity for children to seek development. The purpose of teaching can only be achieved through the active participation, internalization and absorption of the learners themselves. This essential attribute of teaching determines that students are the main body of teaching activities, and whether they can actively participate in it becomes the key to teaching success or failure. Situational teaching is aimed at children's hidden initiative in learning, bringing children into situations, inspiring learning motivation in the joy of inquiry, and continuously strengthening learning motivation in continuous situations. In general, motivating learning is carried out when introducing new lessons. This is an important step in learning new lessons. Situational teaching is very particular about the mastery of this link. According to different teaching materials, it takes different forms: or create problematic situations, cause suspense, and allow children to learn because of curiosity; or depict pictures, present images, and create beauty, making children love To learn beauty; or to show the real thing, to cause thinking during observation, so that the child must learn because of inquiry; or to contact the child's existing life experience, to create a kindness, so that the child must learn because of the closeness to life; or to reach the child In the emotional field, it evokes the resonance of the mind and enables children to learn because of their emotions ... Whether it is curiosity, knowledge, or the need to learn about emotions and concerns, they can promote children to develop a mentality to explore. The formation of this kind of inquiry psychology is a kind of contentment and fun for children with curiosity and desire for knowledge. The process can be briefly summarized as: inquiry satisfaction fun endogenous motivation. This ensures that children are actively involved in teaching activities with warm emotions when they are exposed to the new class.

After children's motivation for learning is aroused, if the teaching process is rigid and unitary, children will be weakened by disappointment and even disappear. Therefore, after bringing children into the situation, the teacher should make the situation a continuous and dynamic object according to the development of the text and the needs of the content. Teachers should consciously bring children step by step into the relevant situations described in the text, so that children feel that "the situation is in front of them" and "I am in the situation", so that a personal image described in the text appears vividly in front of children. ; The specific spaces described in the text, children can get involved in it, as if they have entered a situation where they are visible, their sound is audible, their scenery is beautiful, and their objects are rewarding. Objective teaching situations are all fascinating, and the enthusiasm of children after entering the situation in turn enriches the winning situation. They smile from the heart, can't help crying, shake their righteous indignation, scramble to express their feelings, opinions ... All these make the learning motivation of children in the continuity of this "emotion" and "state" interaction strengthen. In this way, teaching becomes a fun, interesting and meaningful activity for me. They couldn't help waving their raised little hands and hinted to the teachers: "I know", "I will", "Teacher, let me tell you". At this time, learning has become the "self-needs" of children. Here, there is no dull learning air, no coercion, no instructions, and the state of passive coping is completely rid of. The joy of inquiry belongs to not only a few top students, but all students. Driven by this enthusiastic internal driving force, the student group is happy for knowledge, excited and excited for inquiry, and has reached a state that is much richer and broader than the expected teaching goals. And when the teacher asked them to leave the class, they rushed to the teacher, even consciously lined up, and talked to the teacher about the problems that they didn't have time to mention in class, the feelings that they wanted to say but could not express. After the teachers have heard their expressions and smiled and nodded, the sense of contented balance will make them feel endless fun and get a kind of spiritual enjoyment. In this situation, the teacher's own emotions can't help rising, a joy of work drives him or her to engage in teaching activities with fuller enthusiasm, further motivating the students 'learning motivation, cultivating the students' learning motivation, and cultivating the students. Efforts to enrich the interest of the spiritual world, truly make students become passive learning into "self-needs", make learning motivation stable, continuous, and strengthened, from classroom to after-school, and even to the long study life in the future.

Situational teaching method to optimize situation

Perceive teaching materials in the pleasure of experiencing aesthetics turning a single "listening analysis" into multi-faceted feelings.

After learning motivation is stimulated, children will go to study textbooks with interest. The current primary school Chinese textbooks can be said to be full of childishness. The selected texts are vivid and full of emotions. The selection ranges from astronomy and geography, space, historical facts, contemporary heroes, childhood fun, and so on. Stylistic style, showing the children a colorful world. Therefore, primary school textbooks are universally loved by children. Every time they get a new book, they can't wait to read it one after another. The beauty of primary school Chinese textbooks has helped us open up ideas: by optimizing the situation, we guide children to perceive textbooks from the joy of feeling the beauty.

1. Rich image infection:

The combination of intuitive means and language depiction can achieve unexpected results in elementary school Chinese teaching. Situations show children tangible life scenes, vivid pictures, music melody, role play, or physical demonstrations. These concrete and vivid images make cognitive preparations for children to understand the language, and they are shrouded in confusion. Preparation for emotional color awareness. After entering the situation, children, as aesthetic subjects, feel and experience through the senses and mind. The teacher guided the children to stare with their eyes, listen with their ears, and experience with their minds ... In the infection of the image, they gradually felt the beauty endowed by the work, a gentle beauty, magnificent beauty Or a noble beauty ...

2. Real emotional experience:

While students feel the image in the situation, the teacher s language depiction not only dominates the children s attention, but also encourages children to be happy because of their beauty. They are willing to pay continuous attention to the object of the situation and take the initiative to accept it. Or an experience of joy, or sadness, or love, or hatred, or anger. Learning the texts depicting the mountains and rivers of the motherland, you can enter the situation through imaginary travel. The "Fertile Xisha Islands", "Guilin Landscapes" in the south of the motherland, the "Prairies" and "Beautiful Little Xing'an Mountains" in the north can all make children feel the motherland and feel the country The beauty and magnificence of the mountains, rivers and waters, have a love for the mountains and rivers of the motherland. Learn the text of heroes, through the affectionate language description of teachers, combined with appropriate music or pictures, create imaginary situations, cross the long river of history, shorten the space-time distance, and let the glorious images of heroes such as Huang Jiguang, Qiu Shaoyun, Wang Ruofei, Liu Hulan described in the text, Presented in front of the children, you can even hear the call of the hero to shake the world. From the children's listening, holding their breath, flashing strangely bright eyes, and the emotional reading from the heart, you can know that the children are deeply excited by the hero's feat. The real experience aroused the children's sad and respectful emotions. Learn common sense texts from science and popular science, let children enter the simulation situation of creative invention, play their long-awaited roles of "scientist", "little doctor", "diver", etc., perform simulation operations and experience the joy of creating success , Producing a passion for science and the search for unknown emotions.

3. Combination of image thinking and abstract thinking:

Potential wisdom enlightens the infection of rich images and the experience of genuine emotions, which not only provide "resources" for children's thinking, but also the warm emotions make children's thinking activities enter the best psychological state, and quickly communicate, compound and operate. On the one hand, image thinking is active, and association and imagination activities follow. The simulation of the situation makes the image presented by the situation rough and resembles, leaving children with a wide range of imagination, allowing them to expand their wings of imagination and fly into the far-reaching artistic conception described in the textbooks; on the other hand, superficial and emotional Role, children's abstract thinking changes from difficult to easy. The understanding of the text not only has a specific image infection and emotional experience, but also has a superficial understanding of the text's internal thoughts, that is, the underlying concept. Take the second-year students studying "Fireflies", when they felt the vivid pictures of fireflies "holding a small lamp", "on the grass in summer night", "carefully looking at the flower and grass world", the teacher seized " The words "careful" and "care" make children discuss. The children answered so truthfully: "Because the fireflies are afraid of waking up the flowers and plants", "the fireflies are afraid of their lights burning the flowers and plants", "the fireflies know that the flowers sleep well at night, and the flowers bloom more beautiful during the day", "Fireflies are afraid of bad guys to hurt flowers and plants" ... From the children's answers, it is not difficult to see that they are learning with their "heart" and reading with their "love". In this way, their understanding of the language of the text also greatly surpasses the type of explanatory literal explanation.

"Caution" is not the general "carefulness" and "not carelessness", and "care" is not only "careful" and "looking at", but also contains "meticulous care and care". In this way, the children understand the meaning of the word, the image of the word, the emotional color of the word, and the subtle differences. The mastery of the language of the textbooks also helps children understand the ideological content of the texts more deeply. Finally, let the children imagine that "they are fireflies", and they made a vivid summary with real emotions: Although "burn themselves", "as long as they can follow the world of flowers and plants", "I will be at ease", "I will be happy "," I will be satisfied ", and even some children finally jumped out the phrase" I have no regrets. " This is how students think from concrete to abstract and understand the philosophy of the content of the text.

It is not difficult to see that by optimizing the situation, in the aesthetic pleasure, students gain image infection, emotional experience, and wisdom inspiration, and their learning motivation is continuously strengthened, all of which effectively promote children to master the language of teaching materials. In this way, the above-mentioned factors constitute a continuum of interaction and continue to advance, and the factors therein are deepened, and the overall situation is also enriched. Children's moral education, thinking education, and aesthetic education are in this process. In this way, Chinese teaching is not only the mastering of learning tools, but also the harvest of wisdom, thought, morality, and aesthetics, and completes the three tasks of cognition, education, and development.

Situational teaching

In the joy of creation, it naturally co-operates with the interaction of the two hemispheres of the brain-turning recurrent memory into the flexible use of knowledge.

From the perspective of current Chinese teaching, from the injection and analysis in the classroom to the "sea-style" assignments after class, language is learned through recurring memory, thus causing the left hemisphere of the brain to receive excessive education. Brain science tells us that "the brain allows only one hemisphere to dominate when completing a specific task", so if this goes on, it will lead to the weakening of the right brain. The inhibition of the right brain will eventually hinder the development of children's potential creative talents.

Situational teaching, due to its characteristics of form, emotion, remoteness, and rationality, cleverly combines children's cognitive and emotional activities to achieve balance and coordinate the interaction of the two hemispheres of the brain. Children can enter the situation because the situation has the image of pictures, the image of music, the image of role-playing, the image of life scenes, etc., and the teacher's adjustment and domination. The teacher enters the situation wholeheartedly with a genuine affection that resonates with the author. The situation at this time is not just a scene and a picture composed of objects and shapes, but it is infiltrated or even full of the teachers' emotions. In this joint effort of "love" and "realm", children's emotions are also stimulated. Emotion is the link of situational teaching. The emotional communication and complementarity between teachers and students has greatly enriched and even sublimated the "realm" of pure and intuitive means combined with language, thus bringing the teaching activities into the ecstatic, almost It is an unconscious state. This form-and-emotional stimulus inevitably activates the right brain, leaving the left brain in a temporary "rest period", which is very important to adjust the child's psychology and to promote the child to continue learning in a full and lively manner. In this particular context related to teaching materials, you can effectively train feelings, cultivate intuition, and develop creativity. From the ambition of education is to improve students' understanding and to cultivate creative talents, situational teaching has shown its value to the development of children's right brain.

1. Training feeling:

Feeling is the first channel for humans to understand the world. "Everything that enters human reason is realized through feelings" (Rousseau). Children's senses can become more and more sharp through training; if they do not pay attention to training, they will become dull. The slowness of the senses will inevitably become an obstacle for children to improve their intuition and perception. Therefore, we should seize the period when children's sensory plasticity is extremely great and cultivate them. This task is not only assigned to the disciplines of Music, Physical Education, and Aesthetics. As a language teaching, it should also be undertaken. The vivid means of situational teaching can all act on children's senses, or listen, or see, or operate, and children's senses are becoming increasingly sensitive here. In the context, the teacher s language description is to guide the child to perceive and experience the subject or details of the situation from the teaching purpose; from the perspective of training feeling, it is to guide the child to "see" and guide the child "Listen" and instruct children to "operate". Children's vision and movement sense become keen and perfect in this constant guided excitement. This is indeed the case. The children in the experimental class have bright eyes and ears. There is a dead tree under a saw by the wall, and they will invariably surround it and find the difference between the trunk and the annual rings. When observing the eclipse, they will find that the shadow of the tree under the ground also becomes strange. The "sound of rain" sounded unusually. They would walk outside the house and find that it was under the ice drops. Then they watched the jumping shape of the ice drops when they fell, and held them in their hands to see the transparency ... Countless facts have proved that the training of sensations has made children increasingly attentive and sensitive to the world around them, which has broadened their channels for further understanding of the world and has become an important foundation for their thinking, imagination, and creation.

2. Develop intuition:

Situational teaching focuses on training feeling and activates the right brain, which is very conducive to the cultivation of intuition. Most of the creation of human society can be said to be the result of "intuitive jumping". If we want to improve human understanding, we must cultivate children's intuition from an early age. Although intuition is different from feeling, the cultivation of intuition is inseparable from feeling. Only by feeling sharp can it be intuitive. After the child enters a specific aesthetic situation, the positive activity of non-verbal thinking in the right brain often prompts the child to have a very "natural feeling" or intuitive feedback, such as "this The text is so beautiful "," Lobster must climb faster than sea turtles "," Red coral and white coral, I prefer red coral "," Dandelion grows up by sucking the milk of the soil mother "," Little tadpole tail If you break, you will not be able to swim, and you will not find your mother. "Similar to these intuitive, general speculative imaginations and judgments made at once are the manifestation of children's intuitive level. Of course this is a very preliminary, low-level level of intuition. This kind of intuition was cherished by the teachers of the experimental class and was promptly and enthusiastically encouraged and affirmed: "It feels good! It's not easy to see at once!" Not only that, but also use intuitive feedback to stimulate and strengthen the motivation for learning and guide Children make preliminary logical derivations through simple deductions, verifying the correctness of their intuition, in order to further understand things themselves and deepen their understanding of the concepts contained in the text. Through long-term observation of the situation, train the senses, strengthen the senses, accumulate a large number of images and experiences, and highlight and emphasize a certain part of the situation, so that the child's potential intuition can spark out intuitive sparks under the collision of favorable external factors. Although this kind of cultivation of children's intuition is only the initial stage of enlightenment, it is not lost time. It is very meaningful to stimulate and develop the right brain potential and improve children's perception.

3. Development and creation:

^[1]

These are two wooden rods connected at one end but turning, one 20 cm long and one 30 cm long. In addition, there are three wooden sticks of different lengths. The yellow stick is 15 cm long, the white stick is 10 cm long, and the black stick is 60 cm long. Need to nail a tripod to connect the endpoints. Please try it out. Which wooden stick is suitable?

Through hard work, students found that neither white sticks nor black sticks are suitable, only yellow sticks are suitable.

Therefore, students first create an impression. To form a triangle, there is a certain restriction between the lengths of the three sides. One side is too long or too short. What is the restriction? Thus formally introduced the subject, and obtained the conclusion that the sum of any two sides of the triangle is greater than the third side, and the mathematical expression of "a + b> c, b + c> a, c + a> b".

Explanation: The relationship between the three sides of a triangle is an important basis for the unequal relationship between line segments in a straight line, and it should be made sure that students can master it. In teaching, we summarize the mathematical conclusions by letting students do, observe, and analyze, which better reflects the occurrence and development of mathematical knowledge. It is undoubtedly valuable for training students' mathematical minds.

Scenario 2 (natural)

Before the lecture on "The transpiration of leaves", the teacher prepared the following demonstration tools: 4 beakers (or white glass cups), a geranium pot, two perforated wooden boards and some water. In the method shown, place a demonstration device in the sun a few hours before class. After class, the teacher presents another (not in the sun) demonstration device and explains the device to the students. Then ask: If the device is left in the sun, what will happen after a period of time? What's changed? Teachers can ask students to think for 1-2 minutes, and then ask students to write down their own ideas and this imaginary reason. Teachers should also ask some students to let them express their views. After the discussion, the teacher demonstrated a device placed in the sun for students to observe. Question: What phenomenon do you see? What's changed? Teachers should guide students to observe and discuss whether the experimental results are consistent with their own hypothetical results. Why? Based on student discussions, the teacher transfers to the process and mechanism of transpiration.

When using this situation, teachers should encourage students to boldly put forward various hypotheses based on their existing knowledge and life experience. No matter what kind of hypothesis is proposed by the student in the speech, the teacher should encourage the student to continue speaking. Teachers should not make any hints when students are speaking. After observing the experimental results, teachers can discuss the initial imagination of several students in a targeted manner.

This situation can change the traditional conclusion-based teaching method to a certain extent. It can mobilize the enthusiasm of students, let them participate more in activities, and have more opportunities to think and "discover". Therefore, this situational teaching method has a certain positive effect on developing students' creative thinking and exploration spirit. ^[1]