为儿童快乐学习的情境教学

Situational Education for Children to Learn Happily

情境教学历经30多年的积淀,从最初"外语情景教学法"的尝试移植,到吸纳民族文化经典,创造性地运用于作文教学,走出具有中国特色的道路;又借鉴运用图画、音乐、戏剧等艺术手段,让阅读教学美了起来,逐步形成了今天促进儿童快乐、高效学习的情境教学。在探索的过程中,情境教学吸收其他教学法的长处,优化语文教学结构;同时汲取我国当代语文专家的思想,在不断地反思、追问中构建起情境教学、情境教育以及情境课程的理论框架和操作体系。

Li Jilin＇s Situational Education, which was first inspired by Situational Teaching Method in English Language Teaching, has its own Chinese characteristics after 30 years＇ of work. It absorbs national cultural classics and uses them in composition teaching creatively. It also draws lessons from interdisciplinary subjects and uses artistic means, such as picture, music and drama, to make teaching reading more beautiful. Therefore, Li Jilin＇s Situational Education, which promotes ways for children to learn happily and effectively, has formed gradually. In the long process of exploration, Li Jilin＇s Situational Education has also taken advantage of other pedagogies to optimize the structure of Chinese language teaching. Meanwhile, it draws upon different thoughts from contemporary educators in Chinese language teaching. Through introspection and inquiry, the theoretic framework and operative system of Situational Teaching, Situational Education and Situational Curriculum are gradually being built.