Teachers only regard the situation as an additional means or teaching decoration; Rough design, a lot of scenes piled up, lack of exquisiteness and low value; Some scenes are too gorgeous, paying attention to embarrassment and ignoring the connotation.

1, excessive use of scenes, making teaching pollution.

2, a mere formality, just for interest, makes teaching invalid.

Myth 2: situation drift, lack of emotion, echo confusion.

Due to the lack of comprehensive understanding of the function of situational teaching, teachers still have not got rid of the dilemma of "teachers talk and students listen" when implementing situational teaching. The main reasons are: vague goals, far away from student life; Underdeveloped, pseudo-problem situation makes thinking free; Out-of-date situation, teachers have no passion and students have no enthusiasm. This kind of situational teaching can't stimulate students' real feelings and lacks real experience. If you stay here for a long time, students' initiative in learning will not be brought into play, and learning will become more and more passive, from boring to confused to collective silence, and eventually become teachers' puppets.

Through the study and constant reflection of famous network teachers, I summed up some situations of using situational teaching method in my previous teaching, and got the following experiences and methods that are helpful to improve classroom efficiency.

First, carefully create life situations to promote students' active participation.

The experience of famous educators at home and abroad gives us the enlightenment that education can only become real education through life. Ideological and moral course has the characteristics of the times, and the teaching materials come from life and are higher than life, which is a typical example of real life. Integrating theory with practice is the living soul of ideological and moral course. Therefore, in teaching, we should strengthen the integration of teaching and social life, integrate life into teaching, let teaching enter life, and let students learn to live. This requires us to create a teaching scene close to students' real life around the teaching objectives and design questions for students' doubts and difficulties in thinking. Students can be mobilized to fully explore some short stories in life, let them design and perform by themselves, experience the fun of learning, guide students to actively explore and experience the formation process of knowledge, and then guide students' behavior and practice, promote the internalization of knowledge, and achieve the unity of knowing and doing. However, you must pay attention to the use of scenarios:

The situation setting should not be too excessive, and it should be carefully screened to highlight the classic situation. If the created life situation can make students feel cordial, natural, true and credible, it will be easier to awaken students' memories of the good old days and hopes for the future, stimulate students' sense of social responsibility and moral requirements, inspire students' spontaneous questioning and desire for knowledge, make the whole classroom full of ideological collision, spiritual blending and mutual understanding and acceptance, and enable students to learn to survive and develop in real life and live a healthy and meaningful life.

Second, cleverly set the activity situation and guide students to experience actively.

"The best way to learn any knowledge is to discover it by yourself, because this discovery is the deepest to understand and the easiest to grasp the internal laws, essence and connections." In teaching, teachers should create appropriate situations for inquiry activities according to different teaching contents, so that students can realize the existence of ideological and moral problems, stimulate students' desire to challenge, expand students' participation, let students actively participate in learning and inquiry activities, let students feel in practice, enrich their emotional experience, know and understand the requirements of social ideological and moral values, and gradually form correct moral values and good behavior habits. Therefore, teachers create a good teaching situation in teaching, that is, appeal to students' senses with sensible things, arouse their imagination, and then rise to the height of rationality, realize the leap from intuitive image to abstract thinking, and then use rational knowledge to analyze social phenomena and guide social life.