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新课程教学理念之下的思想品德课教学,不再是单纯文本的展示与学生的被动接受,教师应当充分关注学生自身的实际需求,依托学生个体的建构性组织教学。“要求教师设定现实的情境,汲取学生切身的生活体验,与学生展开直接的、面对面的对话。这样,学生才会习得富于真情实感的、能动的、有活力的知识,学生的人格才会真正得到陶冶。”因此,在思想品德课教学中创设道德情境就显得尤其重要。本文试图从道德情境设计的类型上作些粗浅研究,以求得同行的教诲。
The ideological and moral education under the new curriculum teaching concept is no longer the display of simple texts and the passive acceptance of students. Teachers should pay full attention to the actual needs of the students and rely on the students’ individual constructive teaching. “Requires teachers to set realistic situations, draw on students’ life experiences, and engage in direct, face-to-face conversations with students. In this way, students will acquire rich, dynamic, dynamic knowledge, and students’ knowledge. Personality will be truly cultivated.” Therefore, it is especially important to create moral situations in the teaching of ideological and moral education. This article attempts to do some research from the type of moral situation design in order to obtain the teaching of peers.