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在如何正确处理德育、智育和美育;智力因素与非智力因素;自然主义与人文主义的关系上,历来是教育改革所触及的敏感区,也是不同教育思想和不同教育流派形成纷争、对抗与碰撞的领域。这就要求地理教师必须采取实事求是的科学态度,善于兼收并蓄,博采众长,择善而从,结合实际去进行创造,从教学的整体目标出发,在德育与智育之间寻求最佳的结合点,使课堂教学的德育、智育和美育功能得到合理、充分、有效的发挥。
In the relations between naturalism and humanism, it has always been the sensitive area touched by education reform, and also the cause of disputes, confrontations and collisions between different educational thoughts and different educational genres in terms of how to properly handle moral education, intellectual and aesthetic education, intellectual and non-intellectual factors, field. This requires that geography teachers must adopt a scientific attitude of seeking truth from facts, be good at eclecticism, learn from others, choose from the good and follow from the reality, to create, from the overall goal of teaching, seek the best combination of moral education and intellectual education, so that the classroom The functions of moral education, intellectual education and aesthetic education in teaching have been given reasonable, full and effective play.