本文以笔者在本区中职德育课比赛中用《在知行统一中体验成功快乐》为课题教学的二次异构为例分析学科化、实践性两种不同学习情境带来的不同教学效果。以乔司拆违的实践性学习情境为突破口,阐述了基于乔司拆违实践性学习情境的教学过程及成效。现在将其呈现如下,愿与同仁交流。一、同课二构话情境一构:“美国发明家爱迪生的故事”——学生和学习情境之间的学科关系教学目标:教师通过爱迪生系列学习情境帮助学 In this paper, I use the secondary heterogeneity of teaching “experience happy success in the unity of knowledge and practice” as an example to analyze the different teaching effects brought by the two different learning situations of discipline and practice. Taking Qiao Si’s practical education situation as a breakthrough point, this paper expounds the teaching process and effectiveness based on Qiao Si’s practical education situation. Now it is presented below, is willing to communicate with colleagues. First, the class structure of two conformation of a conformation: “American inventor Edison story ” - the relationship between the students and the learning context Teaching objectives: the teacher through the Edison series of learning situations to help learn