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课堂教学在某种意义上是一种“试错”的艺术。邹文从剖析诊断与反思改进的视角,从资源有效利用的维度与学科建设的高度,呈现、分析了当前思想品德教学存在的各种待“错”之误,并提出极具启迪意义的理“错”之道。微“错”大义,再一次证明了学科的生命力在于实践,可谓“科学有路‘错’为径,学海无涯‘思’作舟”。只要常错善思力行,教学的源头活水就会不断涌现、长流不息。
Classroom teaching is in some sense a “trial and error” art. From the perspective of analyzing the diagnosis and reflection improvement, Zou Wen presented and analyzed the various mistakes of “waiting for the wrong” in current ideological and moral teaching from the perspective of effective use of resources and the height of subject construction and proposed a very enlightening meaning The reason “wrong ” way. Micro “wrong ” righteousness, once again proved that the vitality of the subject lies in practice, can be described as “science has the road ” error as the path, learning the sea horizon As long as the common mistakes, the source of teaching will continue to emerge, steady flow.