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在地理教学中学生良好品德的发展,一方面决定于品德发展的一般规律;另一方面又受到地理教学内容、方法。过程的影响和制约。因此必须将品德发展的一般规律与地理教学实际紧密地结合起来,才能认识学生在地理教学中品德发展的过程。一、中学地理品德教育的内容由于中学地理教学内容非常广泛,同时又紧密地联系实际,所以地理品德教育的内容也十分丰富,例如,从地域范围而论,既可进行热爱家乡的教育,又可进行国情教育以至全球观念教育;从道德范畴而论,则可包括政治、经济、人口、环境、资源等众多方面的道德教育。根据现行《中学地理教学大纲》所规定的教学内容,
The development of students’ good moral character in geography teaching depends on one hand on the general laws of moral development; on the other hand, it is influenced by geography teaching contents and methods. The impact and constraints of the process. Therefore, we must closely integrate the general rules of moral development with the actual teaching of geography in order to understand the process of moral development in geography teaching. I. Contents of geography education in middle schools Since geography teaching content in middle schools is very extensive and closely linked with reality, the content of geography education is also very rich. For example, from the perspective of geographical scope, it is possible to carry out love for hometown education. It is possible to educate people about national conditions and global concepts. From the moral perspective, it can include moral education in many areas such as politics, economy, population, environment, and resources. According to the teaching content stipulated in the current “High School Geography Teaching Outline,”