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2011年版思想品德课程标准在发展原课标的基础上再次提出“思想性、人文性、实践性、综合性”四大课程性质。但由于对“四大性质”或顾此失彼、或生搬硬套,很多课堂教学不仅没有因为这些课改核心理念的先进性而华丽转身,反而呈现出一系列诸如舍本逐末、漠视多元的现象。作为一名一线教师,笔者认为:只有跨越这些“披着光鲜外衣、具有迷惑性”的理念原罪,我们才能还原思想品德教学追求的真实本色。迷局一:对“思想性”的过度追求,使课程任务神秘莫测例如,某教师以“维护国家安全”为课题,授课教师摒弃
Based on the development of the original curriculum standard, the 2011 edition of the ideological and moral course standard once again put forward the four courses of “ideological, humanistic, practical and comprehensive” nature. However, due to the “four major nature” or neglect, or mechanically, many classroom teaching is not only because of the advanced nature of these curriculum reform gorgeous turn, but showed a series of such as rounding the ground, ignoring multiple phenomena. As a front-line teacher, I think: Only by crossing these “sin in the glamorous veil,” with the concept of original sin, we can restore the true character of the pursuit of moral education. Puzzle one: the “ideological” over the pursuit of the mystery of the task of the curriculum For example, a teacher to “national security ” as the subject, teachers abandon