情境教学模式三大核心要素“真”思考--以初中道德与法治课为例  

“True”Thinking on the Three Core Elements of Situational Teaching Model--Taking the Moral and Rule of Law Course in Junior High School as an Example

作　　者：朱小超[1] 李洪山[2] ZHU Xiaochao;LI Hongshan

机构地区：[1]北京师范大学万宁附属中学,海南万宁571500 [2]海南省教育研究培训院党委

出　　处：《天津师范大学学报（基础教育版）》2021年第4期51-56,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：海南省教育科学“十三五”规划2020年度课题“寄宿制初中劳动教育课程校本化探究”(QJY20201080)的阶段性成果之一。

摘　　要：作为情境教学模式的三大核心要素,情境、情感、思维有着极其丰富的蕴涵和极其缜密的规定性。研究认为:情感、情境、思维都深刻反映“主观与客观相一致”的真理意蕴,都充分体现“各科教学内容与真实生活相通”的情境教学模式要义。从本质上来讲,它们是真情境、真情感、真思维。真情境是情境教学模式的逻辑起点和理论内核,真情感是模式的命脉,真思维是模式的核心,三者有机统一。在初中道德与法治课中践行情境教学模式,将更有助于学科核心素养的落地。作为一个发展的模式,情境教学的理论及实践仍然存在一些有待进一步探索的问题。As the three core elements of the situational teaching model,situation,emotion and thinking have extremely rich implications and extremely meticulous regulations.All three profoundly reflect the true meaning of“subjectivity and objectivity are consistent”,and fully embody the essence of the situational teaching model of“the teaching content of each subject is connected with real life”.In essence,they are true situations,true emotions and true thinking.The true situation is the logical starting point and theoretical core of the situational teaching model;true emotion is the lifeblood of the model,and true thinking is the core of the model.they are organically unified.Practicing the situational teaching model in the junior high school morals and rule of law class will be more conducive to the implementation of the core literacy of the subject.As a development model,the theory and practice of situational teaching still have some problems that need to be further explored.

关 键 词：情境教学模式 真情境 真情感 真思维 道德与法治 

分 类 号：G633.2[文化科学—教育学]