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多年来的教育认识存在着误区,认为德育是德育的事情,智育是智育的事情,两者互不相干。因此学科教学窄化为纯知识教育,而德育脱离了学科教学这个重要的载体后,也日益形式化。可贵的是新课程改革提倡的三维目标已经将教师的知识传授引导到了文化层面,很多教师开始重视本学科的德育要素,只是课堂中的德育总感觉刻意了些,走过场居多。究其原因还是教师本身对知识的文化价值与意义理解不够,比如认为情感目标是通过教学组织形式、师生关系等教学过程的要素达成,与知识教学没有联系,所以知识本身的文化意义得不到挖
Many years of misunderstanding of educational awareness, that moral education is a matter of moral education, intellectual education is intellectual things, both unrelated. Therefore, discipline teaching narrowed to pure knowledge education, and moral education from the subject of teaching this important carrier, but also increasingly formalized. Valuable is the three-dimensional goal advocated by the new curriculum reform has led to the teacher’s knowledge imparted to the cultural level, many teachers began to pay attention to the subject’s moral education elements, but the moral education in the classroom always feel deliberately, walked through many. The reason is that the teachers themselves do not understand enough about the cultural values and meanings of knowledge. For example, they think that the emotional goals are achieved through the teaching organization and the relationship between teachers and students, and have no connection with knowledge teaching. Therefore, the cultural meanings of knowledge itself are not To dig