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熊川武教授首创的“自然分材教学”就是教师让教学内容随学生差异自然分化并引导学生针对自己存在的问题进行研究的教学理论与实践形态。“自然分材教学”的实质是“顺势为学”。这里的“势”指学生个体和群体的具体的学力、主体精神、人际关系等。“顺势为学”就是从学生的自然天赋和可教育性出发,立足课堂,尊重差异,引领学生差异化、个别化发展。笔者结合自身的教学实践,谈谈思想政治课实施“自然分材教学”的一些做法和体会。一、“自然分材教学”的现实意义1.凸显课程改革的价值旨归“自然分材教学”有别于传统的因材施教思想。因
Professor Xiong Chuan-wu pioneered “natural material teaching ” is the teaching theory and practice form that teachers make the teaching content divides naturally with the differences of students and guide students to study for their own problems. The essence of “natural material teaching” is “homeopathy learning ”. Here “potential ” refers to the individual students and groups of specific academic ability, the main spirit, interpersonal relationships. “Homeopathy Learning ” is based on the natural talent and education of students, based on the classroom, respect for differences, leading students to differentiate and individualized development. The author combines his own teaching practice, talk about the implementation of ideological and political courses “natural teaching materials, ” some of the practices and experience. First, the “natural teaching material ” the practical significance of 1. The highlight of the value of curriculum reform purport “natural material teaching ” is different from the traditional idea of teaching students according to their aptitudes. because