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2011年12月,国家教育部颁布了《义务教育思想品德课程标准(2011年版)》。在反复研读的基础上,与2003年版(实验稿)比较后发现,增加、删减、调整的内容颇多,尤其在教学建议部分变化明显,原先的4条增加为5条,其中第4条再度强调:“注重学生的情感体验和道德实践——情感体验和道德实践是最重要的道德学习方式。教师要善于利用并创设丰富的教育情境,引导和帮助学生通过亲身经历与感悟,在获得情感体验的同时,深化思想认识。”这一论述,启发我对“情境教学”进行再度审思。一、研读课标内容,明晰情境创设方向课程标准是教材编写、教学、评估和考试命题的依据,是国家管理和评价课程的基础,也是教师创设情境
In December 2011, the Ministry of Education promulgated the “Curriculum Standard for Compulsory Education Morality (2011 Edition)”. On the basis of repeated studies and comparison with the 2003 edition (experimental draft), it is found that there are many contents of additions, deletions and adjustments, especially in the part of teaching suggestions. The original 4 articles have been increased to 5 articles, of which article 4 Emphasize again: “Pay attention to the student’s emotional experience and moral practice - emotional experience and moral practice is the most important way of moral learning.Teachers should be good at using and creating rich educational context, guide and help students through personal experience and insights in While gaining emotional experience, we should deepen our understanding of the ideology. ”This discourse inspired me to re-examine the“ situational teaching. ” First, the study of the contents of the standard, clear situation to create the direction Curriculum standards is the teaching material preparation, teaching, assessment and examination proposition basis, is the basis for national management and evaluation courses, but also teachers create the situation