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历史对儿童来说是进行品德教育最生动的教材。然而在实际的教学过程中,品德与社会课中的历史教学遭遇到了诸多困惑与质疑。分析多类疑难杂症的原委,其根本原因在于老师凭借传统的教学习惯,以让学生了解历史为目标,或照本宣科地讲解教材,或机械地宣读自己搜集的资料,或应付性地观看视频,来帮助学生走进历史。显而易见,这样的教学是枯燥乏味的,是缺乏实效的。在课堂教学的实践中,笔者认为:历史题材的品德课教学应依托语言,借助媒体,升华道德情感;应解读文本,巧用资源,丰厚教学内容;应联系现实,亲近历史,实现历史与现实的对接;应突出主线,融合历史,实现多重教育价值。唯有这样,才能使课堂教学更有实效,才能更有利地促进学生良好品德的形成和社会性发展。
History is the most vivid teaching material for moral education for children. However, in the actual teaching process, the history teaching in the course of morality and social class has encountered many puzzles and doubts. The basic reason for analyzing many kinds of incurable diseases lies in the fact that teachers rely on traditional teaching habits to let their students understand history as a goal or explain the teaching materials in a routine way or mechanically read out the materials they have collected or to watch videos, To help students into history. Obviously, such teaching is boring and ineffectual. In the practice of classroom teaching, the author believes that the teaching of the moral course of historical subjects should rely on the language and use the media to elevate the moral feelings. The text should be interpreted, the resources should be used skillfully, and the teaching contents should be enriched. The reality should be linked with the history and the reality should be realized ; Should highlight the main line, integration of history, to achieve multiple educational value. Only in this way can classroom teaching be more effective in order to more favorablely promote the formation of good moral character and social development.