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在思想品德课的教学过程中,运用“心理换位”教学法,有利于“明理”、“激情”、“导行”,把课堂搞得活一些,提高教学效果。 “心理换位”作为一种教学方法,是指教师基于完成某种教学任务的需要,让学生克服“自我中心”状态,与他人、他物进行角色置换,由此时此地此情境,换位到彼时彼地彼情境,并按照置换后的角色,感同身受去考虑问题、体验问题、分析问题和解决问题。 思想品德课实施“心理换位”,可以帮助学生提高道德责任感、道德认识水平和道德评价能力。按照学生主体充当角色的不同,思想品德课实施“心理换位”,大致可以划分为两种类型。 第一类,是人与物换位。通过提供童话式的情境,
In the process of teaching ideological and moral lessons, the use of “psychological transposition” teaching method is conducive to “Ming Li”, “passion” and “guide”, to make the classroom more live and improve teaching effectiveness. As a kind of teaching method, “psychological transposition” refers to the situation that the teacher needs to complete a certain teaching task so that the student can overcome the “self-centered” state and perform the role replacement with other people and things. By that time, he and his situation, and in accordance with the role of replacement, empathy to consider the problem, experience the problem, analyze the problem and solve the problem. Ideological and moral class implementation of “psychological transposition”, can help students improve their moral responsibility, moral awareness and moral evaluation ability. According to the different roles of students as the main body, ideological and moral class implementation of “psychological transposition” can be broadly divided into two types. The first category is the transposition of man and nature. By providing a fairytale situation,