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结合我校开展的“强化活动,优化环境,发展儿童创造力”的整体改革试验,笔者对思想品德学科教学中的环境设计作了尝试性的实践,在此浅谈一些体会。第一,环境设计形象、直观,符合学生认识事物的规律。在学习的过程中,学生头脑中最初形成的新知识是感性的,这种感性知识是在直观的基础上形成的。小学生抽象思维能力比较差,更需要凭借具体事物或其表象进行思维。环境设计得好,能从学生认识事物的特点出发,收到出奇制胜之效。如我在上《事物是变化发展的》一课时,讲到石头是否会变成小鸡这个问题,为了讲解得好,我把受过精的鸡蛋变成小鸡的过程通过文字说明和相应的插图画在幻灯片上,从而使学生很快地认识翻受过精的鸡蛋是
Combined with the overall reform experiment of “Strengthening Activities, Optimizing Environment and Developing Children's Creativity” carried out by our school, the author made tentative practices on the environmental design in the teaching of ideological and moral character, and I will discuss some experiences here. First, the environment design image, intuitive, in line with the law of students to recognize things. In the process of learning, the new knowledge initially formed in the mind of the student is perceptual, and this perceptual knowledge is formed on an intuitive basis. Students with poor abstract thinking ability, but also need to rely on the specific things or their appearance thinking. The environment is well designed, starting from the characteristics of the students' understanding of things and receiving surprising success. As I talked about the question of whether or not a stone would become a chicken when I was on “A Change of Things,” I explained the process of turning a fine egg into a chicken by writing and accompanying illustrations Painted on a slide, so that students quickly understand the retorted egg is