Situational teaching

Meaning

Situationalteachingisthespecificapplicationofsituationallearningconceptsinteaching.Itreferstothecreationofaproblemsituationinteachingtoorganizestudentstowatchandcommentontheproblemsolvinginthesituation.Inordertoachieveanin-depthunderstandingandproficientgraspofthecontentoftheteachingmaterial,ateachingmethod.

Basiclink

Teachingbasedoncontagiousrealeventsorrealproblemsiscalledsituationalteaching.Themainpurposeofsituationalteachingistoenablestudentstogeneratelearningneedsinacompleteandrealproblemcontext,andthroughtheinteractionandcommunicationbetweenmembersofthelearningcommunity,relyingontheirownactivelearning,generativelearning,andpersonalexperiencefromidentifyingthetargetTothewholeprocessofproposingandachievingthegoal.Situationalteachingisdifferentfromtheteachingaimedat"knowledgetransfer"intheusualclassroom.Thiskindofteachinghasbecomeanimportantwayforstudentstoadapttodailylife,learntoindependentlyidentifyproblems,raiseproblems,andsolverealproblems.Situationalteachingiscomposedofseverallinks:

1.Createasituation:enablelearningtooccurinasituationthatisbasicallythesameorsimilartotheactualsituation.

2.Identifytheproblem:Intheabovesituation,selectauthenticeventsorproblemscloselyrelatedtothecurrentlearningthemeasthecentralcontentoflearning.Theselectedeventorproblemisthe"anchor",andtheroleofthislinkisto"brokentheanchor."

3.Autonomouslearning:Itisnottheteacherdirectlytellingstudentshowtosolvetheproblemtheyarefacing,buttheteacherprovidesstudentswithrelevantcluestosolvetheproblem,andpaysspecialattentiontothedevelopmentofstudents'"autonomouslearning"ability.

4.Cooperativelearning:discussion,exchange,throughtheconfrontationofdifferentviews,supplement,correct,anddeepeneachstudent'sunderstandingofthecurrentproblem.

5.Effectevaluation:Becausethelearningprocessofanchoredteachingistheprocessofsolvingproblems,theprocesscandirectlyreflectthelearningeffectofstudents.Thereisnoneedtotakespecialtestsindependentoftheteachingprocess,justobserveandrecordtheperformanceofstudentsatanytimeduringthelearningprocess.

Implementationpoints

Firstofall,thiskindofteachingshouldmakelearninghappeninasituationsimilartotherealsituation,withthegoalofsolvingtheproblemsencounteredbystudentsinreallife.Thecontentoflearningshouldchooseauthentictasks,andshouldnotbetoosimplistic,soastokeepthemawayfromtherealproblemsituation.Becausespecificissuesareoftenrelatedtomultipleconceptualtheoriesatthesametime,theyadvocateweakeningtheboundariesofchemistrydisciplinesandemphasizingtheintersectionofdisciplines.

Secondly,thisteachingprocessissimilartotheactualproblem-solvingprocess.Thetoolsneededareoftenhiddeninthecontext.Theteacherdoesnotteachthestudentsthecontentthathasbeenpreparedinadvance,butDemonstrateintheclassroomanexplorationprocesssimilartotheproblemsolvingbyexpertsinreality(somepeopleevenadvocatethatteachersshouldnotpreparelessons),provideprototypesforproblemsolving,andguidestudents'exploration.

Finally,contextualteachingdoesnotrequiretestsindependentoftheteachingprocess,butusesintegratedtests.Theprocessofsolvingspecificproblemsinlearningreflectstheeffectoflearning.Orconductacontextualassessmentconsistentwiththelearningprocess.

Advantages

Becausestudentsunderstandtheproblemtheyaretryingtosolveintheauthenticitytask,theyhaveasenseofownership;thetaskitselfisholisticandchallenging.Solvingtheproblemisareward,soItiseasytostimulateinternalmotivation;ithasthenecessarycomplexity,anditiseasiertocultivatestudents'problem-solvingabilitythanasimplifiedclassroomenvironment;itsdiversitycancultivatestudents'explorationspiritandexpresstheirknowledgeincompletingtasks.Atpresent,therehasbeenalotofresearchinthisarea,especiallytheuseofmultimediacomputer-assistedteachingcanprovidevirtualrealitytoachievethepurposeofcompletingthetaskofauthenticity.