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在思品课教学中,我们常常面临这样一个瓶颈:当初思品课教学的时候孩子们个个富有真知灼见,说起来头头是道,好像个个都是品质优秀的乖孩子。可是,教材学过了,而孩子们的好习惯、好品质以及生活技能却并没有能够同步形成——课堂之外,孩子们就又好像恢复了本来面目,于是,我们常常因为思品课的这种“落差”而苦恼。《四书》十九章有言,学习要“博学之,审问之,慎思之,明辨之,笃行之。”它告诉我们,任何一种习惯的养成
In the thinking class teaching, we often face such a bottleneck: the original thought lesson when teaching children all have rich insight, talking head to head, as if all are good quality good boy. However, the textbooks have been learned, and the children’s good habits, good qualities and life skills are not able to form simultaneously - outside the classroom, the children seem to be restored to its true colors, so we often because of thinking class This “gap” and distressed. “Four Books” Nineteenth chapter has words, learning to “learned, interrogation, careful consideration, discerning, Atsuhito.” "It tells us that the development of any kind of habit