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孔子教导我们,教学要因材施教。作为直接对学生进行思品教育的思品课更需要如此。而做好学情分析是教学因材施教的关键。可在思品教学中,许多教师忽略学情分析或者分析过于简单化、经验化、共性化、静态化,致使教学方法公式化、教条化,非但学生思品问题得不到矫正,反而出现逆反现象与叛逆行为。为改变这一现象,笔者在本文中提出了学情分析共性与个性相结合、经验与实际相结合、静态与动态相结合的方法,并阐述了在思品教学前、中、后的具体操作方法。
Confucius taught us that teaching should be taught according to aptitude. It is even more necessary to think of a course as a directing lesson to students. To do a good job analysis is the key to teaching students according to their aptitudes. In the teaching of thinking, many teachers neglect the analysis or analysis of academic analysis is too simplistic, empirical, generalization, static, resulting in teaching methods formulaic, dogmatic, not only students thinking problems can not be corrected, but contrary phenomenon And rebellious behavior. In order to change this phenomenon, the author puts forward the method of combining commonness and individuality of learning analysis, combining experience with reality, static and dynamic, and elaborates the concrete operation before, during and after SI teaching method.