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情境理论认为,最有效的学习产生于意义情境。《义务教育思想品德课程标准(2011年版)》(以下简称“新课标”)在教学建议部分明确指出:“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。”然而,有的教学看似情境丰富,师生互动与学生活动充分,课堂气氛热烈,但教学效果却不甚理想。这引发了笔者对思想品德教学创设高效情境问题的思考。我认为,思想品德教学高效情境不是刻意追求标新立异,若无需要,切勿增添,要避免为情境而创设情境的趋向。高效
Context theory holds that the most effective learning arises from the context of meaning. “Compulsory Education Ideological and Moral Standards Course Standard (2011 Edition)” (hereinafter referred to as “New Curriculum Standard ”) clearly pointed out in the teaching suggestions: “Teachers should be good at using and creating a rich educational context to guide and help students through personal experience And sentiment, deepen their ideological understanding while gaining an emotional experience. ”However, some teaching appears to be rich in context, full of teacher-student interaction and student activities, warm classroom atmosphere, but less effective in teaching. This raised the author’s thinking on the ideological and moral education to create efficient situations. In my opinion, the efficient situation of ideological and moral education is not a deliberate pursuit of unconventional. If it is not needed, it must not be added, and the tendency of creating situations for the situation should be avoided. Efficient