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近几年来,我们按照思想品德课课堂结构和环节以及知、情、意、行的培养发展过程,在内化、感化、强化、深化、转化等五化方面,做了一些研究。一、内化良好思想品德的形成,是学生思想内化的结果。在道德概念的理解和道德认识的提高过程中,要创设促进“内化”的积极因素。减少妨碍“内化”的消极因素。我们抓了五点。①根据思想品德课教学的目的和特点,在思想性上有别于政治课、历史课;在知识性上要区别于语文课,自然课。使课堂教学紧紧围绕着教育学生继承中华民族的优良传统和
In recent years, we have done some research on the ideological and moral aspects of the classroom structure and links as well as the development process of knowledge, affection, meaning, and behavior, internalization, probation, reinforcement, deepening, and transformation. First, the formation of well-established moral character is the result of students’ internalization of ideas. In the process of improving the understanding of moral concepts and raising moral awareness, we must create positive factors that promote “internalization.” Reduce the negative factors that hinder “internalization.” We caught five points. 1 According to the purpose and characteristics of ideological and moral education, it is different from politics and history in ideology; in knowledge, it is different from language class and nature class. Making classroom teaching closely revolve around educating students to inherit the fine traditions of the Chinese nation and