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《全日制义务教育品德与社会课程标准(实验稿)》指出:“道德寓于儿童生活的方方面面,没有能与生活分离的‘纯道德的生活’。儿童品德的形成源于他们对生活的体验、认识和感悟,只有源于儿童实际生活的教育活动才能引发他们内心的而非表面的道德情感、真实的而非虚假的道德体验和道德认知。因此,良好品德的形成必须在儿童的生活过程之中,而非在生活之外进行。”因此,品德课上,教师必须十分重视学生对生活的回忆、再现,进行情境创设。我以三年级《品德与社会》教学为例,进行了一些反思。[片段一]《我心中的110》教学片段师:(板题)110是做什么用的?生:是报警的电话。生:发生了交通事故,拨打110。生:看到小偷,打110。师:我们心中也要有110。
The full-time compulsory education morality and social curriculum standard (experimental draft) states: “Morality resides in all aspects of children’s life and there is no ’pure moral life’ that separates itself from life.” The formation of children’s moral character stems from their experience of living , Awareness and perception, only from the actual activities of children’s educational activities can trigger their inner rather than surface moral feelings, real rather than false moral experience and moral cognition.Therefore, the formation of good morality must be in children’s lives Process, rather than outside life. “Therefore, the moral class, teachers must attach great importance to students’ memories of life, reproduction, the creation of the situation. My third grade ”moral and social“ teaching, for example, conducted some reflection. [Fragment one] ”My heart 110" Teaching fragment teacher: (board title) 110 is what to do with the use of Health: the alarm call. Health: a traffic accident, call 110. Health: see the thief, hit 110. Teacher: We must have 110 in our hearts.