情境教学法在培智语文阅读课程中的教学实践——以《比尾巴》为例  

The Teaching Strategy of Situational Teaching Method in the Reading Course of Peizhi Chinese Language——Taking"Comparing Tail"as an Example

作　　者：吴添昊 李国梅 Wu Tianhao;Li Guomei(College of Education Science,Xinjiang Normal University,Urumqi,Xinjiang 830017;Special Education School,Changji Hui Autonomous Prefecture,Changji,Xinjiang 831100)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017 [2]新疆昌吉回族自治州特殊教育学校,新疆昌吉831100

出　　处：《绥化学院学报》2024年第10期59-63,共5页Journal of Suihua University

摘　　要：为使培智学生能在语文阅读中主动把握学习契机,有效提高学习效果,教师可结合学生认知规律,采用情境教学法授课。文章以生活语文四年级下册《比尾巴》的课堂教学为实例,分析授课教师如何通过创设童话情境、赋予角色任务、代入角色情境、设计情境线索、迁移学科知识的环节,使培智学生在阅读中通过融入情境掌握了动物形象和问句知识,学会了提取事物信息,进而更好地体验和享受语文阅读。In order to enable students with intellectual disabilities to actively grasp learning opportunities in Chinese reading and effectively improve learning outcomes,teachers can adopt situational teaching methods based on students'cognitive patterns.The article takes the classroom teaching of"Comparing Tail"in the second volume of fourth grade Chinese as an example to analyze how teachers create fairy tale situations,assign role tasks,immerse themselves in role situations,design situational clues,and transfer subject knowledge,so that students with intellectual development can master animal images and question knowledge through integrating situations into reading,learn to extract information from things,and better experience and enjoy Chinese reading.

关 键 词：培智语文 阅读教学 情境教学 

分 类 号：G764[文化科学—特殊教育学]