最新小学低段课堂口风琴情景教学初探.doc

小学低段课堂口风琴情景教学初探
of rural drinking water sources, protection of drinking water sources in rural areas by the end快过程；学生在学习过程中得到快乐和情操的陶冶……。怎样让学生在课堂学习口风琴也充满快乐感呢？怎样让学生通过学习口风琴更加喜欢音乐呢？所以进行“小学低段课堂口风琴情景教学初探〞是很有意义和价值的。
二、情景教学法的界定
情景，即：〔具体场合的〕情形、景象。所谓的情景教学就是教师在教学过程中再现不同的会话场景，并通过教师本人的语言、动作、表情及姿态传递给学生，使整个教学弥漫着一种和谐、融洽、振奋、饱满的情感气氛，从而以情激情，以情激趣，以情促知，以情育人，实现知与情的统一、和谐、优化，最终到达激发学生学习的兴趣。的探索中，十分重视为学生创设更有趣、更贴近生活的交流情景。
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
〔一〕情景教学法的特点
，情景教学的课堂以学生为中心。
“满堂灌〞的注入式教学，情景教学以情景教学为指导，在模拟真实的操练环境中学习。
，自己演独角戏，课堂形式单调、枯燥，严重挫伤学生学习热情；情景教学融知识与趣味性为一体，课堂形式活泼，充分调动了学生的学习积极性。
，无视学生理解的能力和趣味性；情景教学使学生既获得口风琴演奏技巧，又从学习演奏过程中得到了快乐。
总之，情景教学法打破了传统的教学模式，赋予课堂结构以新的生命，是小学低段课堂口风琴教学的一种改革尝试。
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities