美国教育学家杜威对情境教学作了有益的探索，他批判赫尔巴特为主的传统的教

American educationist Dewey made a useful exploration of situational teaching. He criticized Herbart's traditional teaching methods and advocated that the school's knowledge learning should be connected with the situation in life. "Secondary from doing", "Secondary from activity", "Secondary from experience" are his three major educational ideas. He also put forward the "five-step method of thinking": first, teachers create problem situations that are close to reality for students; second, prepare children to deal with problems in the situation; third, enable children to generate according to the materials and personal experience provided by teachers Thinking and hypothesis; Fourth, inferring the hypothesis; Finally, verify or modify the hypothesis skillfully.

Dewey, an American educator, made a useful exploration of situational teaching, criticizing Herbat's traditional teaching methods and arguing that the knowledge learning in schools should be linked to the situation in life. "From do middle school", "from activity middle school" and "from experience middle school" are his three major educational ideas. He also put forward the "five-step thinking method": first, teachers for students to create a close to the reality of the problem situation, second, to prepare children to deal with the situation, third, to make children according to the materials and personal experience provided by teachers, to produce thinking and assumptions, fourth, to make assumptions, and finally, to verify and modify the assumptions.

Dewey, an American educationist, made a useful exploration of situational teaching. He criticized Herbart's traditional teaching method and advocated that school knowledge learning should be connected with the situation in life. "Learning from doing", "learning from activities" and "learning from experience" are his three major educational thoughts. He also put forward "five steps of thinking": first, teachers create near reality problem situations for students; second, children are ready to deal with problems in situations; third, children are able to generate thinking and hypotheses according to materials and personal experience provided by teachers; fourth, they are able to infer hypotheses; and finally, they are able to verify or modify hypotheses.<br>