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随着新课程改革的推进,我们思品教师已从落后的教育教学观念的桎梏中解放出来,我们可以站在更高的层次来反思我们的传统教学:因过于追求理性、片面强调道德观念的灌输和道德行为的训练,忽视了学生作为生命个体本身的情感需求,忽视了学生所处的现实生活。多元智能理论认为:“充分提供情节背景下的学习是有效的。”知识建构理论认为:“学习是一个在自己的生活经验基础上建构当前事物意义的过程,而且是学生通过驱动自己学习的动力机制积极
With the advancement of the new curriculum reform, our thinking teachers have been liberated from the backwardness of the concept of education and teaching. We can stand at a higher level to reflect on our traditional teaching: because of excessive pursuit of reason and unilateral emphasis on moral concepts Instilling and moral training, ignoring the students as the emotional needs of the individual life itself, ignoring the students live in real life. Multivariate theory of intelligence that: ”The full provision of contextual learning is valid. “ Theory of knowledge construction that: ”Learning is a process of building the current meaning of things based on their own life experience, but also through the students themselves The driving force of learning is positive