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在现实生活和历史教学中,常可以看到学生对生命(自己的生命、他人的生命、动植物的生命)的敏感性越来越迟钝乃至漠视的现象。如此,我们又怎能把民族的希望寄托于一群高智商却“没有心肝”的人?(马克思·韦伯语)康德曾说:很多人知道什么是真理,但他未必知道这为什么是真理,即使他知道为什么是真理,他也不一定会按这一真理去做。因为他缺乏内化的强大情感动力。情感是对外界刺激肯定或否定的心理反应。历史教学应弘扬积极的生命情感,这比单纯教会学生某些历史知识、技能,会产生更为深刻的影响。历史课培养学生积极的生命情感,可从以下方面入手。
In the real life and history teaching, students can often see that their sensitivity to life (their own life, the life of others, the life of animals and plants) is more and more retarded or even overlooked. Thus, how can we pin its hopes on the nation upon a group of highly intelligent but “heartless” people? (Marx Weber) Kant once said: Many people know what truth is, but he may not know why this is the truth Even if he knows why truth is true, he may not necessarily do so according to this truth. Because of his lack of strong emotional power of internalization. Emotional is the psychological response to the positive or negative stimulus. History teaching should promote positive emotions of life, which will have a more profound impact than simply teaching some historical knowledge and skills of students. History lesson to develop positive emotions of students, from the following aspects.