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一、情境教学的基本含义和途径情境教学法由英国应用语言学家从1930年到1960年发展形成。是指在教学过程中,教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景,以引起学生一定的态度体验,从而帮助学生理解教材,并使学生的心理机能得到发展的教学方法。情境教学法的核心在于激发学生的情感。情境教学,是在对社会和生活进一步提炼和加工后才影响于学生的。诸如榜样作用、生动形象的语言描绘、课内游戏、角色扮演、诗歌朗诵、绘画、体操、
First, the basic meaning and way of situational teaching Situational teaching method by the British applied linguists from 1930 to 1960 the development of the formation. Refers to the teaching process, the teacher purposely introduced or create a certain emotional color, the image as the main vivid concrete scenes to arouse students ’attitude to experience, so as to help students understand the textbook, and make the students’ psychological function Get developed teaching methods. The core of situational teaching is to stimulate students’ emotions. Situational teaching is affecting students after further refining and processing of society and life. Such as role model, vivid portrayal of language, class games, role play, poetry recitation, painting, gymnastics,