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在现行的小学课程体系中,思想品德课是作为一门正式的课程出现的。设置这一门课程的主要目的是对小学生进行比较系统的、直接的思想品德教育,引导小学生从小逐步养成良好的思想品德和文明行为习惯。作为一名思想品德课的教师,我感到这门课上起来确实不容易,因为我觉得实际的教学效果往往与课程设置意图有较大差异,其原因到底是什么呢?要采取什么样的方式才能最大限度地发挥出思想品德课教学的应有功能呢?我认为可以从以下几方面来尝试。一、小学思想品德课是一门比较系统地向少年儿童进行以“五爱”为中心内容的思想品德和日常行为规范教育的课程。思想品德形成的规律表明,小学生的思想品德是由道德认识、道德情感、道德意识、道德行为(即知,情、意,行)四个要素矛盾运动而实现转化形成的。从这个意义上讲,教师的教,只是一种外因,它要通过学生自身的内部矛盾斗争这一内因才能起作用,离开了学生的主观要求和主观努力,教学也就不
In the current system of primary school curriculums, ideological and moral lessons emerge as a formal course. The main purpose of setting up this course is to give pupils a systematic and direct education of moral character and to guide pupils to gradually develop good ideological and moral behavior and habits of civilization from an early age. As a teacher in Ideology and Morality class, I feel this class is really not easy because I think the actual teaching effect is often different from the intent of the curriculum. What is the reason? What kind of method should be adopted? In order to maximize the ideological and moral class teaching should have its proper function? I think we can try from the following aspects. First, the ideology and morality lesson in primary school is a course that systematically teaches juveniles and children's moral education and daily behavior education centered on “Five Loves”. The law of formation of ideology and morality shows that pupils' ideological and moral character are transformed and formed through the four elements of contradictions of moral understanding, moral emotion, moral awareness and moral behavior (ie knowledge, affection, meaning and behavior). In this sense, the teaching of teachers is only a kind of external cause. It can only work through the intrinsic internal causes of the students' internal contradictions and struggles. Without the subjective demands and subjective efforts of the students, teaching does not