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纵观现代教育理论,无论是李吉林的情境教学——情境教育理论;还是魏书生的民主科学教改体系理论,均包含了融“情”于“教”,即以“情”为中介的教学模式。李吉林的情境教学——情境教育理论将小学生作为主要研究对象,魏书生的民主科学教改体系主要以初中生为研究对象。对于高中生这个基础教育阶段的最后一个群体,人们常把注意力放在教学内容的研讨上,而忽略对学生本身特征的研讨。通过几年的高中教学,我深深地体会到高中学生心理调整的重要性,而融情于教,因势利导,则是做好教与学的捷径。 一、高中学生心理生理特点更适合融情于教的教育模式 高中学生正处于青年初期,即从15岁到18岁这一阶段,
Throughout modern educational theory, both Li Jilin’s situational teaching - situational education theory and Wei Ssu-sheng’s theory of democratic science education system all contain the teaching of “emotion” in “teaching” mode. Li Jilin’s situational teaching - situational education theory regards primary school students as the main research object, and Wei Shusheng’s democratic science education reform system mainly targets junior high school students. For the last group of high school students, the basic education phase, people often focus on the discussion of teaching content, while neglecting the discussion of the characteristics of the students themselves. After several years of high school teaching, I deeply understand the importance of high school students’ psychological adjustment. However, integrating education with education and making the best use of it is a shortcut to teaching and learning. First, the psychological characteristics of high school students is more suitable for integration of education in teaching mode of education High school students are in early youth, that is, from 15 years old to 18 years of this stage,