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历史教学中生成性资源的交互,是一种教育基因改造的关键DNA,外显为学生的各种状态和表现,塑造着教育所需的必备品格和关键能力。它不仅是真实学习体验的一种反映,又是一种稍纵即逝的宝贵课程资源。教师透过具体的情境判断、认识、捕捉这些资源,可以培育学生的“健康人格”。钟启泉教授说,“基础教育的使命是奠定每一个儿童学力发展的基础和人格发展的基础,而人格发展的研究是首要的。”1教育新改革的“核心素养”问题,是一种“人格结构
The interaction of generative resources in history teaching is a key DNA for genetic modification of education. Extensions are the students’ various states and manifestations, shaping the necessary qualities and key capabilities required for education. Not only is it a reflection of the real learning experience, it is also a fleeting, valuable lesson resource. Teachers through the specific context to judge, recognize, capture these resources, you can cultivate students ”healthy personality “. Professor Zhong Qiquan said: ”The mission of basic education is to lay the foundation for the development of academic ability and development of personality for every child, and the study of personality development is the most important.“ 1 The issue of ”core literacy“ in education reform is A ”personality structure