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传统教学“重知识、轻能力、淡情感态度价值观”的弊端一直是我们进行教育教学反思的热点角度。思品学科尤为如此。现在许多老师经过学习新课程理念,纷纷认识到“情感、态度、价值观”目标的重要性了,比如在教案中把价值观目标列为三维目标的首位,知识目标降到第三位。但是,在具体的课堂观察中,我们发现,“情感、态度与价值观”目标的培养往往被格式化了,弱化和边缘化现象仍然十分严重。笔者认为,情感、态度、价值观的培养与知识传
The disadvantages of traditional teaching “value of knowledge, ability of light and sense of sentiments” have always been the hot point of our reflection on education and teaching. This is especially true for thinking subjects. Nowadays, many teachers have realized the importance of the goal of “emotion, attitude and value” through studying the new course concept. For example, they listed the goal of value as the first three-dimensional goal in the lesson plan and the goal of knowledge dropped to the third place. However, in the specific classroom observation, we found that the cultivation of the goals of “emotion, attitude and values” is often formatted, and the weakening and marginalization are still serious. The author believes that emotion, attitude, values and knowledge transfer