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在我国的基础教育中,设置了很多衡量学得好的天平;在这里,我们应该正确的定义并理解在什么时候学生会认为学的好。近几年的研究表明,当学生有强烈兴趣的意愿时学得最好;在具有很大挑战难度的时候学得最好;在他们被鼓励、信任的时候学得最好;当然这些因素和我们的情感体验是紧密联系在一起的;情感教育的是初中思想教学的重要部分,恰当的运用情感教学,对学生的认知、学习、发展起着关键作用。在一直以来的思想品德教学过程中,由于初中生在心理、年龄、接受能力等方面具有一定的差距,并且教师在讲课过程中,大部分只是将注意力集中于学生的认知水平,严重的忽略了学生情感因素的存在,影响了初中思想品德课教学的高效率发展。此篇文章主要探讨思想品德教学在初中生情感中的应用与作用。
In our country’s basic education, we have set up a number of well-measured scales; here, we should correctly define and understand when students think they will learn well. Studies in recent years have shown that students learn best when they have a strong interest in learning, they learn best when they have a great challenge, they learn best when they are encouraged and trusted, and of course, Our emotional experience is closely linked; emotional education is an important part of junior high school ideological teaching, the proper use of emotional teaching, the cognitive, learning, development of students plays a key role. In the teaching process of ideology and morality all along, junior middle school students have a certain gap in their psychology, age, ability of accepting, and so on, and most of the teachers focus their attention on the cognition level of students in the process of teaching, Ignoring the existence of students’ affective factors, affecting the high-efficiency development of the teaching of junior middle school morality class. This article mainly discusses the application and function of ideological and moral education in the emotion of junior high school students.