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中学《教育学》理论认为,思想品德教育者按照一定社会、一定时代的要求,有计划有目的地对受教育者施加系统的积极影响,使他们具有教育者所希望的思想品德教育经历与涵养。其教育方法有“情理交融说服法、榜样示范法、陶冶教育法、实际锻炼法、自我教育法、品德评价法”等六种。在此,笔者就其中的“自我教育法”进行一些探讨。笔者认为,中学生思想品德教育中的自我教育,可分为学生个人的自我教育和集体内的(含家庭中的)自我教育,学生个人自我的主体是孩子本身,他们既是教育者同时也是受教育者,他们往往在生活与学习中通过自我反省、自我检查、自我批评和自我分析总结来提高自己的思想认识和道德品质。集体内自我教育的主体是指一个集体内部的互帮互教,
According to the theory of pedagogy in secondary school, ideological and moral educators systematically and positively influence educatees in accordance with the requirements of a certain society and a certain period so that they have the ideological and moral education experience and conservation they desire . Its educational methods are “reasonable blend of persuasion method, example model law, cultivate the education law, the actual exercise method, self-education law, moral evaluation law ” and other six. Here, the author of the “self-education law” for some discussion. The author believes that self-education in middle school students’ ideological and moral education can be divided into individual self-education of students and collective self-education (including family). The main body of individual self is the children themselves. They are both educators and educators They often improve their ideological understanding and moral quality through self-examination, self-examination, self-criticism and self-analysis in life and study. The main body of collective self-education refers to a group of mutual help each other,