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对教材观点深入的个性化领悟,对现实问题的多维客观解读,是学生批判性思维的主要体现。这要求教师避免直接告知结论,而应引导学生在对事实的全面分析与评判中提炼观点,养成主动关心、亲近、融入社会并从不同视角看问题的思维习惯;要求课堂把过去与现在的一切事实与现象作为生成思辨意识的源泉,在师生思维碰撞与辨析中看待不同结论。王坚同志以课程资源开发为述作载体,通过对资源正负时效性的拷问与剖析,从正时效资源顺向推动、负时效资源逆向推动、正负时效资源互动中,打开思想品德课程批判性思维培养之门,立意高远,理例结合,体现了作者思考之远、探究之深、践行之真!
The individual understanding of the teaching materials and the multi-dimensional objective interpretation of the realistic problems are the main manifestation of the students’ critical thinking. This requires teachers to avoid direct conclusions, but should guide students in refining the facts of the comprehensive analysis and evaluation of ideas, develop the initiative to care for, close to, integrate into the community and from different perspectives thinking habits of thinking; require the classroom to the past and present All facts and phenomena, as the source of generating speculative consciousness, view different conclusions in the collision and discrimination between teachers and students. With the development of curriculum resources as the carrier, Comrade Wang Jian opened the criticism of the course of ideological and moral character through the interrogation and analysis of the positive and negative resource resources, from the forward-facing positive resources, the negative-time negative resources and the positive and negative resources The cultivation of sexual thinking door, lofty ambitions, combination of cases, reflects the author’s thinking far, the depth of inquiry, practice the truth!