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阅读研习《初中思想品德课程标准》之余,笔者对照自己的教学实践在不断反思中追问:作为一名初中思想品德课(以下简称“思品课”)教师,为了实现“帮助学生过积极健康的生活,做负责任的公民”的课程追求,到底应该怎样展开课堂教学呢?一次偶然的机会,笔者聆听了苏州市教科院政治教研员朱开群老师对一节课的点评,豁然开朗:教学需要回归生活原点、人性原点,在回归教育教学原生态中寻求课程发展的途径。于是笔者展开了对主题情境教学方式的探究实践,即
Reading and studying “junior high school ideological and moral curriculum standards”, the author in accordance with their own teaching practice in the continuous reflection of questioning: as a junior high school ideological and moral lesson (hereinafter referred to as “thinking lesson”) teachers, in order to achieve “to help students Over a positive and healthy life, responsible citizenship ”course in the end should be how to start the classroom teaching? By chance, the author listened to the Suzhou City Academy of Political Science and Law researcher Zhu Kaiqun a class review, suddenly Open: teaching needs to return to the origin of life, the origin of humanity, in the return to education and teaching of the original ecology to find a way to curriculum development. So I started to explore the theme of contextual teaching practice, that is