What are the main types of teaching situations and what are teaching situations

1. Classification of Teaching Situations:

1) Teaching situations created with the help of objects and images.

2) Teaching situations created with the help of actions (activities).

3) Teaching situations created with the help of language.

4) Teaching situations created with the help of the relationship and contradiction between old and new knowledge and concepts.

5) Teaching situations created with the help of "context".

6) Teaching situations created with the help of questions.

Contextual teaching refers to a teaching strategy for teaching knowledge in specific contexts in which knowledge is applied.

In contextual teaching, the teaching environment is a problem situation similar to a real-life situation. The goal of teaching is to solve real-life problems, and the learning materials are real-life tasks, which are not artificially simplified, but are implicit in real-world problem situations, and because real-world problems often involve multiple principles and concepts at the same time, these tasks should ideally reflect interdisciplinarity; The teaching process should be similar to the actual problem-solving process, the teacher does not directly tell the students the concepts and principles prepared in advance, but asks real problems, and then guides the students to carry out an exploration process similar to the process of solving problems by real-life experts.

The principles and concepts that students need to solve problems are often implicit in the context of the problem, and students learn them in order to solve the problem at hand, understand them deeply through problem solving, and relate the meaning of this knowledge to the specific problem context in which they are applied. The test of learning outcomes will be integrated into the student's problem-solving process, and the student's performance in solving the real core cluster problem will itself reflect the learning outcome.

<> situational teaching refers to the teaching activities carried out by teachers under the guidance of modern teaching theories and according to teaching needs, by creating vivid and specific scenes that are consistent with the content of teaching materials and the classroom environment, have certain emotional colors, and take images as the main body.

"Environment" is the teaching environment, which includes not only the physical environment in which students live, such as various hardware facilities of the school, but also the various software facilities of the school, such as the furnishings and layout of classrooms, the hygiene and greening of the school, and the skills and responsibilities of teachers.

Teaching context also refers to teaching activities with a certain emotional atmosphere. Confucius said: "If you are not angry, you are not angry, you are not angry, and if you don't take three corners to oppose it, you will not recover."

This passage of Confucius, in the case of affirming the role of inspiration, especially emphasizes the importance of inspiring students to enter the learning situation, so a good teaching situation can fully mobilize students' initiative and enthusiasm for learning, inspire students' thinking, and develop students' intelligence, which is an important way to improve the effectiveness of subject teaching in middle school.

It refers to the learning environment with learning background, scene and learning activity conditions set for the implementation of teaching objectives in classroom teaching, according to the content of teaching, suitable for and acting on the learning subject, producing certain emotional responses, and enabling them to actively and constructively learn.

There are many ways to create a situation, such as subject situations, life situations, problem situations, social situations, a person, an object, a place, a sentence, etc., which can be used as situations based on actual needs, so that students can experience them, stimulate their interest in the experience, trigger higher-order thinking, and promote the occurrence of real learning.

In the process of actual course design, we are often framed by the framework of the subject situation or the life situation, and we cannot get out, which will lead to the creation of the situation for the sake of creating the situation. Situations are designed for teachers to make the learning process complete, not based on students' needs, not to stimulate students' interest in learning, which completely loses the meaning of situational creation.

1. Story-based situations: Students tend to pay more attention to things that are interesting, fun, and novel. Therefore, the selection and presentation of learning materials and the arrangement of learning activities should fully take into account the actual life background and interest of students, so that they feel that learning mathematics is an interesting thing and are willing to approach teaching.

2. Activity-based context: Appropriate context is often linked to actual activities, and designing and carrying out activity-based teaching situations to facilitate research-based learning such as research, collaboration and problem solving is an effective way to set up situations suitable for teaching courses.

3. Life-oriented situation: Design the teaching situation from the combination of teaching, life and society.

1. The image is realistic. A scenario is not a reproduction of an entity, but a simplified simulation.

2. Deep affection is long. Situational teaching is a vivid and vivid scene that arouses students' emotions and feelings to learn and practice.

3. Knowledge, affection, and intention are integrated into one. In order to create a certain teaching situation, it is necessary to use the life display situation and the physical demonstration situation. Advantages of Situational Teaching:

With its intuitiveness, interest and vividness, situational teaching stimulates students' participation and desire to learn. The application of scenarios in grammar teaching has changed the previous simple learning method of memorizing grammar clauses, put boring grammar clauses in a realistic environment, provided students with space for practical use of language, and made boring grammar learning lively and lively. This caters to the psychological characteristics of the students.