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案例导读二: 随着小学生年级升高,责任教育的要求也可更上一层楼。在培养学生做好自己本职工作的行为能力基础上,可以进一步引导学生乐意帮助他人,在为他人服务中逐步形成更高层次的责任意识,培养具有更高难度的行为能力。案例二中的教师采取了非常有利于培养儿童责任心的独特方法,组织中年级学生与一年级弟弟妹妹结对,在建立友谊中,帮助弟妹成长,同时又使自己得到锻炼,增强责任感。由于中年级小学生本身还是孩子,要完成这样一种教育过程有较大难度,也是一个时间跨度较长的过程。教师面临双重任务, 既要提高本班学生对低年级学生的帮助指导能力,又要增强自己的引导、教育能力。因此,需要综合运用各种教育方法,不断帮助学生总结经验、广泛交流、相互学习、改进方法、调整心态。本案例中的教师从三年级开始尝试,经过总结反思,在四年级学生中再进一步开展,形成了一个形式多样,环环相扣,两个学生群体双向互动的丰富多彩的教育过程。初次相识对于新进校的一年级学生来说,学校是个陌生的地方,他们所面对的一切都将是未知数,也许快乐,也许辛苦,也许无措,也许害怕;而作为四年级的学生,他们已走过了校园的四年春秋,知道怎样适应学校生活,如何克服学习上的种种困难,如何才能和小朋友和睦相处。为了能让学生真实地体验到认真地、有责任心地完成一件事后的喜悦心情,本学期, 我设计了本班四年级学生与一年级新生手拉手的活动。全班每一位学生将为自己寻找一位小弟弟或者小妹妹,他们将担负起帮助弟妹的责任,真实地去感受帮助后的收获。首先,我让四年级学生制作了一张自我介绍的卡片(见下图)。
Case Study 2: As the grade of primary school students rises, the requirement of responsible education can be further improved. On the basis of cultivating students’ abilities to do their own work well, we can further guide students willingly to help others and gradually form a higher-level sense of responsibility in cultivating services for others with a higher degree of difficulty. The teachers in Case 2 adopted a unique approach that is very conducive to cultivating children’s sense of responsibility. They organized middle-aged students to pair with their first-year siblings. In establishing friendship, they helped their siblings grow while exercising and enhancing their sense of responsibility. Since middle school pupils themselves are still children, it is more difficult to complete such an education process and also a longer time span. Facing dual tasks, teachers should not only improve their ability of helping and guiding junior students, but also enhance their guiding and educational ability. Therefore, we need to comprehensively use various educational methods to continuously help our students to sum up their experiences, exchange ideas and learn from each other, improve methods and adjust their mentality. The teachers in this case have tried from the third grade, and after further reflection, they have further developed among the fourth grade students, forming a rich and colorful educational process of diverse forms, closely linked and two-way interaction between two student groups. New acquaintance For first year students entering the school, the school is a strange place, they are facing everything will be unknown, maybe happy, maybe hard, maybe no help, maybe afraid; and as a fourth grade students, They have walked through the campus for four years, know how to adapt to school life, how to overcome the difficulties in learning and how to live in harmony with children. In order to allow students to truly experience serious and responsible dedication to accomplish a joy after the event, this semester, I designed this class of fourth graders and freshmen hand in hand activities. Every student in the class will look for a younger brother or sister for themselves and they will take on the responsibility of helping their siblings and truly feel the benefits of their help. First, I asked fourth graders to create a self-introduction card (see below).