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思想品德课程不是以知识传输为目的,而是以引导学生道德与价值观成长为宗旨的课程。它的蕴涵闪耀于生活与社会的广阔时空,其中动态演进的各种现象和事件构成了鲜活生动的课程资源。思想品德课程的生命活力来自课堂资源的动态重组,通过资源的“异体”构建、“异源”构建、“异形”构建和“异质”构建,使师生的思辨力活跃于课堂。可以说,贯穿于思想品德课程的动感思维依托资源异构熠熠生辉,而动感思维的重塑则是思想品德课程本原的回归。
Ideological and moral course is not for the purpose of knowledge transfer, but rather to guide the students moral and values for the purpose of the growth of the curriculum. Its implication shines on the vast space and time of life and society, in which various phenomena and events of dynamic evolution form vivid and lively curriculum resources. The vitality of moral education curriculum comes from the dynamic reorganization of classroom resources. Through the construction of resources “heterogeneous ”, “heterogeneous ” construction, “heterogeneous ” construction and “heterogeneous ” construction, Speculative ability is active in the classroom. It can be said that the dynamic thinking that runs through ideological and moral courses is based on the heterogeneity of resources and the remodeling of dynamic thinking is the return of the original course of ideological and moral education.