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自从《上海市学生民族精神教育指导纲要》《上海市中小学生生命教育指导纲要》颁布并实施以来,广大教师在自己的课堂中进行了形式丰富的探索,不少教师还总结出自己的成功经验。这些经验有一个共同的特点,那就是立足于各学科教学本身的具体情况来进行“两纲”教育。谈到生命教育,生命科学是与之相关的显性学科之一,语文是与之相关的隐性学科之一,我们可以看到生命科学教师与语文教师看待生命教育的视角是有很大差别的,这种差别是由两门不同学科本身的特点决定的,但这并不影响它们各自实施生命教育的有效性。这种秉持学科特点进行生命教育的立场是各个学科都应当具备的。
Since the promulgation and implementation of the “Outline of the Shanghai Student Education Program for National Spirits” and the “Outline of the Life Instruction for Primary and Secondary School Students in Shanghai”, many teachers have conducted rich explorations in their own classrooms, and many teachers have also summed up their successful experiences. . One of the common characteristics of these experiences is that the “two classes” education is based on the specific conditions of each subject’s teaching itself. When it comes to life education, life science is one of the dominant disciplines related to it. Language is one of the hidden disciplines related to it. We can see that life science teachers and language teachers have very different perspectives on life education. This difference is determined by the characteristics of the two different disciplines themselves, but this does not affect the effectiveness of their respective implementation of life education. This kind of position that upholds the characteristics of a subject for life education is something that all disciplines should possess.