Activating students' thirst for knowledge, prompting students to form a thinking intention suitable for solving problems, and thus receiving the best teaching benefits, is one of the main purposes of creating teaching objectives. Therefore, when creating teaching situations, we must ensure that the newly created situations can arouse students' cognitive conflicts and stimulate their positive thinking. When creating teaching situations, we should arouse students' psychological suspense, so as to arouse students' thirst for knowledge, stimulate students' interest in learning, bring students into situations related to problems, and induce students to have the desire to think positively and actively participate in learning activities. A German scholar once had an incisive metaphor: If you put15g salt in front of you, you can't swallow it anyway. But put15g salt into a bowl of delicious soup, and you will have absorbed all the15g salt when you enjoy the delicious food. Situation is to knowledge what soup is to salt. Salt needs to be dissolved in human soup to be absorbed; Learning needs to be immersed in people's situations in order to show vitality and beauty.

Second, the principle of maximum relevance of teaching objectives

Teaching situation is created to achieve teaching objectives, and teaching situation must be conducive to the realization of teaching objectives. Teaching situation is an intuitive way to reproduce the actual things or the related background of the actual things represented by book knowledge, which reflects the relationship and contradiction between image and abstraction, reality and theory, sensibility and rationality, and old knowledge and new knowledge in the process of students' cognition. In the teaching situation, there should be a review of students' life experience and preparatory knowledge related to the new knowledge in this class, and the background and conditions of inquiry learning of new knowledge, so that students can be in the best state of accepting new knowledge and pave the way for students to construct new knowledge. The background of problems, the knowledge involved and the organizational form of learning in the teaching situation must be related to the content required by the knowledge, ability, emotional attitude and values of this course as much as possible. Never use too many illusions, but learn.

Irrelevant situations dilute the learning of the main content and the realization of teaching objectives in all dimensions.

Third, the principle of authenticity.

In teaching design, teachers should first choose to create as real a problem situation as possible related to the theme. Creating teaching situation is the basic way of classroom life, and creating teaching situation is to simulate life, which makes classroom teaching closer to real life, allows students to be there, see people, hear voices, strengthen their perception and highlight their experiences.

Try to make the situation real or close to reality, and the prototype can be found in real life. In front of the rich, vivid and vivid objective things of "seeing is believing", students analyze the problem situation related to the problem

Fourth, the principle of cognitive proximity.

Teaching situation must conform to students' cognitive level and real life. In classroom teaching, the problem situation created by teaching should come from students' familiar life, the depth of the problem should be slightly higher than the original level of knowledge and experience of learners, and it has a certain thinking capacity and intensity, so that students need to think hard, "assimilate" and "adapt" to solve the problem. That is, we often say that picking fruits requires "jumping and reaching".

Verb (abbreviation of verb) the principle of cooperation

The times require cultivating students' collective concept, team spirit and cooperation ability. Cultivating students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate is a new basic skill that the new curriculum requires students to master. The design of teaching situation should make students learn to communicate and share the information, ideas and achievements they have obtained, and learn to appreciate others' environment while appreciating themselves. When creating situations, teachers should create space-time conditions suitable for cooperative learning according to the requirements of teaching objectives and the characteristics of knowledge learning, make full use of group cooperative learning, and let the group members communicate and cooperate happily to overcome the difficulties in learning together.

6. The principle of conflict and harmony: The situation created by teachers should conform to the theory of "zone of proximal development" put forward by Vygotsky, a famous psychologist of the former United Front Work Department. When creating teaching situations, teachers not only pay attention to the communication and cooperation between teachers and students, but also let students ask questions boldly to make the classroom "alive"; It is also necessary to consider the thinking collision between teachers and students, so that teachers and students can inspire each other and reach the realm of harmony but difference. Seven. Hierarchical principle

The process of understanding things is a step-by-step process from simple to complex and from easy to difficult. Students' learning activities must follow this law, so the creation of teaching situations in teaching should be based on students' actual experience and cognition as much as possible, and a good learning framework with levels and gradients should be constructed, and the convergence and transition of problems should be considered.