Reading Bibliography: Core Literacy-oriented Classroom Teaching

Reading Chapter: Situational Strategies

Excerpt from the original:

1, situation is soup, knowledge is salt, salt can only be eaten if it is dissolved in soup, and knowledge can only be understood and digested if it is integrated into situation. Contextualization of knowledge is a necessary way to activate knowledge and transform it into literacy, while excessive symbolization and abstraction of knowledge will inevitably lead to inertia and rigidity of knowledge, thus losing its vitality and value.

2. From the teaching point of view, the so-called knowledge scene means that teachers consciously introduce or create certain situations in the teaching process, transform knowledge into situations with knowledge production or specific application, have similar organizational structure, and let students participate in the experience of similar knowledge production or application process, so as to intuitively and meaningfully understand knowledge or find problems, and even create knowledge.

3, the situation should be the place where students' thinking takes place, where knowledge is formed, where their ability grows, and where their emotions are nurtured. Creating a situation is a process of linking the knowledge content of the course with students' life experience and emotional life.

Experience and understanding:

Real life is the source of education and the foundation of the scientific world. Only by linking teaching with life and entering life can people truly experience and understand the intrinsic meaning and value of knowledge. Therefore, real life should be the premise and foundation of teaching, and teaching should be linked with real life.

Moral and rule of law courses in primary schools pay special attention to the connection with teaching life. Therefore, in classroom teaching, whether it is the guiding stage, the new teaching stage or the consolidation and application stage, situations closely related to real life are often created to promote the occurrence of learning. For example, in the second grade class "I'll think of something", I created such a scene at the beginning of the class: there are balloons, pumps and balloon sticks in front of me, and asked: Who can help me make beautiful balloons with these tools? A student scratched his head with his hand and was in a state of meditation. I grabbed the student and asked, son, what are you scratching your head for? The student replied: I'm trying to find a way. This naturally leads to a new lesson. I'll find a way. In life, we will encounter all kinds of problems, so in the new teaching stage, I have created the following situations respectively: What should I do if I encounter words I don't know? I'm going to be late for school, and the red light is on ahead. Mom thinks no one wants to cross the intersection. What should you do? What if your parents don't come to pick you up after school? And so on, these situations, which are closely related to real life, give students useful guidance in real life and make teaching be implemented.