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美国心理学家罗杰斯倡导的“非指导性”教学思想,视角新颖,颇具代表性,且有心理学的实证基础,对高中思想政治“自主课堂”的建设实践具有指导意义。在“非指导性”教学思想的指导下,“自主课堂”不仅仅追求课堂教学的模式流程,更追求一种个性品质与文化境界。个性品质主要聚焦“自主课堂”理念下的教学个性,追求课堂情境中的民主与平等、自主与合作、探究与生成、开放与选择、质疑释
The “non-instructive” teaching ideology advocated by American psychologist Rogers has a novel perspective, is representative, and has an empirical basis for psychology. It has guiding significance for the construction of high school ideological and political “autonomous classroom ”. Under the guidance of “non-instructive” teaching ideas, “autonomous classroom” not only pursues the mode of classroom teaching, but also pursues a personality quality and cultural realm. Personality quality mainly focuses on the teaching personality under the concept of “independent classroom”, pursuing democracy and equality, autonomy and cooperation, inquiry and generation, openness and choice, and questioning in classroom situations.