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佐藤学教授根据教学内容和学习者之间的关系,提出了“登山型”的教学主张。在登山过程中,虽然目标是山峰,但登山的路径可以是多元的。教学的价值在于让学习者以自己的方法、速度“登山”并激发“登山”所带来的体验与乐趣,实现在体验中启迪思考、在对话实践中走向自我完善。这无疑与思想品德教学方向是吻合的。何锋同志受“登山型”教学思想的启发和指导,大胆创意、奇思妙想,通过远景、起步、近观、鸟瞰四个教学环节,搭设学生情感体验和素养提升的平台,享受“登山”学习所带来的情感满足和智慧生成的喜悦,无意中也带领读者领略了一番教学的至境奇观。
According to the teaching content and the relationship between the learners, Professor Sato proposed the teaching idea of “mountaineering type”. In climbing, although the goal is to mountain, but the path of climbing can be diverse. The value of teaching lies in letting learners experience and have fun in their own way by speeding “climbing” and inspiring “mountaineering”, thus enlightening and thinking in the experience and self-improvement in the practice of dialogue. This undoubtedly coincides with the teaching of ideological and moral character. He Feng is inspired and guided by the teaching idea of “Mountaineering”, boldly creative, with wonderful ideas, and sets up the platform of students’ emotional experience and literacy promotion through the four teaching links of long-term vision, starting, close view and bird’s eye view “Mountaineering ” learning to bring the joy of emotional satisfaction and wisdom generated, inadvertently led readers to appreciate some of the wonders of teaching the arrival.