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情感态度价值观目标虽是思想品德课程的首要目标,但在三维目标中达成度却是最低的,主要表现在对学生情感和行为产生的触动不够,没有出现态度的根本转变,没有树立正确的价值观,不能有效地面对生活中的复杂情形,由此影响了课程教学的有效性。情感态度价值观目标的实现,离不开学生个体的积极参与、主动体验、情感冲突和观念内化。新课程倡导的合作探究学习恰恰提供了这样一个过程。但是,以往教师在设计探究主题时,更多的倾向于知识点探究,而忽视了情感态度价值观探究,导致思想品德课教学缺失灵魂。为此,思想品德课探究点的选择与主题的设计,应基于情感态度价值观目标,聚焦情感的碰撞、态度的纠正、价值观的辨析。
Emotional Attitude Although the goal of values is the primary goal of moral education curriculum, the attainment of the three-dimensional goal is the lowest. It is mainly manifested in the lack of enough affection on students’ emotions and behaviors, no fundamental change in attitudes and failure to establish correct values , Can not effectively face the complex situation in life, thus affecting the effectiveness of course teaching. The realization of the goal of emotional attitude and values can not be achieved without the active participation, active experience, emotional conflict and internalization of individual students. The new curriculum advocacy cooperation inquiry learning just provides such a process. However, in the past, teachers in the design of inquiry themes, the more inclined to explore the knowledge point, while ignoring the values of emotional attitudes explore, resulting in lack of soul teaching of ideological and morality. Therefore, the selection of the research points of ideological and moral lessons and the design of the theme should be based on the values and sentiments of emotional attitudes, focusing on the collision of emotions, the correction of attitudes and the discrimination of values.