情景探究式教学的三条主线

• 作 者: 沈雪春
• 机 构: 江苏省吴江市中学,
• 出 处: 思想政治课教学
• 发表日期: 2012年09期
• 关键词: 课堂探究 政治课教学 新课程实践 探究式课堂教学 教学探究 情感倾向 主体互动 中学政治教学 合作探究 理式

随着新课程实践的不断深化,思想政治课教学产生了许多课堂探究的模式,形成了诸多富有个性的教学理路。从笔者的教学实践来看,其中着眼于“情景”的探究式课堂教学模式能够在更有效的程度上适合中学生情感倾向、心智水平和认知特点。因为,“情景”既有刺激与聚敛视觉的物理性、又有启迪思维的精神性与想象性的特点,并且更能营造出一种“理式”的探究氛围,推动学生深入学习的思维进程。

With the continuous deepening of the practice of the new curriculum, the teaching of ideology and politics has produced many models of classroom inquiry, and has formed many teaching approaches with individuality. In terms of the author’s teaching practice, the inquiry-based classroom teaching mode in which “situational” focuses on can be more suitable for middle school students’ emotional orientation, mental level and cognitive characteristics. Because “Scene ” not only stimulates and converges the physical nature of vision, but also inspires the spiritual and imaginative characteristics of thinking, and can create a “rational ” atmosphere of inquiry to promote students to deepen Learning thinking process.