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20世纪六七十年代以来,世界性的教育反思让人们认识到,现代人的教育不能偏重认知、忽略情感,强调科学、忽略道德,必须从工具理性、唯理性的片面取向回到完整理性上来。在国际上,把学生作为知识灌输对象的行为主义学习理论,已经让位于把学生看作是信息加工主体的认知学习理论。不少国家,如美英等国纷纷开始关注和重视对情感的教育。尽管各国对自己的情感教育界定不尽相同,但都共同认为,学校教育不仅要关心学生学到什么知识,而且要关心学生学习时有什么感受,期望学生产生和发展与学校、老师同伴积极合作的态度。在国内,顺应这一世界性教育改革浪潮的情境教学实践
Since the 1960s and 1970s, the worldwide reflection on education has made people realize that modern people’s education can not emphasize cognition, ignore emotions, emphasize science and ignore morality, and must return to complete rationality from the perspective of instrumental rationality and rationality. Come up. In the international community, the behavioral learning theory that instills students as objects of knowledge has given way to the perception of students as the cognitive learning theory of information processing subjects. Many countries, such as the United States and Britain, have begun to pay attention to and attach importance to the education of their feelings. Although countries have different definitions of their emotional education, they all believe that school education should not only care about what the students have learned, but also how they feel while they are learning. They expect that the students will develop and develop actively with the school and their teachers. Attitude. In China, adapting to this situational teaching reform in the wave of world education reform