Difference:

Situational teaching is mainly a unique psychological atmosphere generated by some kind of emotional activities, which uses vivid and vivid situations to stimulate students' learning emotions. A teaching method of means. At present, situational teaching is also in line with the requirements of the new curriculum. It fully mobilizes students' learning enthusiasm, promotes their ability to learn independently and explore independently, and further achieves the harmonious unity of teaching and learning.

Anchored teaching is sometimes also called "example teaching" or "problem-based teaching". This kind of teaching requires students to feel and experience problems in the actual environment, rather than listening to indirect introductions and explanations of this experience. Once a problem is established in a practical situation, the entire teaching content and teaching process are determined (just like a ship is anchored). Anchored teaching has a very close relationship with situated learning, situated cognition and cognitive elasticity theory, but this theory mainly emphasizes technology-based learning. John Brownsford is a major representative of the theory and has contributed to the theory and research of anchored teaching.

The ways to create situations are initially summarized into the following six types:

1? Life shows situations

That is, bringing students into society and into nature, from Select a typical scene in life as the object of students' observation, and use the teacher's language to describe it clearly before the students' eyes.

2? Physical demonstration situation

That is, taking the physical object as the center and setting the necessary background to form a whole to demonstrate a specific situation. When demonstrating situations with physical objects, the corresponding background should be taken into consideration, such as "whales on the sea", "swallows on the blue sky", "gourds on the vine", etc., which can arouse students' far-reaching associations through the background.

3? Pictures reproduce situations

Pictures are the main means of displaying images. Using pictures to reproduce text situations is actually to visualize the text content. Text illustrations, specially drawn wall charts, cliparts, simple drawings, etc. can all be used to reproduce the text situation.

4? Music renders the situation

The language of music is subtle and strong, giving people a rich sense of beauty and often making people fascinated. It uses unique melody and rhythm to create a musical image and bring the listener into a unique artistic conception. The use of music to enhance situations is not limited to playing ready-made music and songs. The teacher's own playing, soft singing, and students' performance singing and humming are all effective methods. The key is that the selected music should correspond and coordinate with the tone, artistic conception, and situation development of the teaching materials.

5? Perform and experience the situation

There are two types of performance in situational teaching, one is to enter the role, and the other is to play the role. "Entering the role" means "if I were XX in the text"; playing a role means taking on a certain role in the text and performing. Since students enter and play the roles themselves, the characters in the text are no longer in the books, but are themselves or their classmates in the class. In this way, students will inevitably feel close to the characters in the text, which naturally deepens their inner experience. .

6? Use language to describe situations

The five ways to create situations mentioned above all use intuitive means. Situational teaching pays great attention to the combination of intuitive means and language description. When situations arise, teachers describe them in language, which plays a certain guiding role in students' cognitive activities. Language description improves the effect of perception, the situation will be more vivid, and it will affect the students' senses with emotional color. Due to the excitement of the senses, students' subjective feelings are strengthened, thereby arousing emotions and promoting themselves to enter specific situations.

As age increases, intuitive means gradually decrease, and the use of simple verbal descriptions to bring into situations increases.