“基础”课情境化教学模式以“知行统一”理论、情境学习理论和“需要层次”理论为基础,通过思考探索阶段、感受领悟阶段和实践行动阶段的教学过程力求实现“知行统一”的教学目的。运用实验法对情境化教学模式和普通教学模式的教学效果进行对比研究,结果表明,情境化教学模式在提高学生参与教学活动的主动性、积极性,在提高学生的沟通与合作能力,在影响学生“观念”和“行为”等方面都显著优于普通教学模式。 Based on the theory of “unity of knowing and doing”, the theory of situational learning and the theory of “hierarchy of needs”, the contextualized teaching mode of “Basic” class tries to realize the teaching process by exploring the exploration phase, feeling the comprehension phase and practicing the action phase “Unity of knowledge and practice ” teaching purposes. The experimental results show that the teaching mode of contextualization can improve the students ’initiative and enthusiasm in participating in teaching activities, improve students’ communication and cooperation ability, “Concept ” and “behavior ” and other aspects are significantly better than the ordinary teaching mode.