Sino-US differences in the teaching of values and attribution analysis.docVIP

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2017-05-17 发布于浙江
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Sino-US differences in the teaching of values and attribution analysis.doc

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Sino-US differences in the teaching of values and attribution analysis

Sino-US differences in the teaching of values and attribution analysis [Abstract] Sino-US classroom teaching in the teaching objectives, teaching methods, teacher-student relationship and teaching evaluation, there are clear differences in the deep-seated reasons for these differences is the different values of the Sino-US education, with the implementation of the new curriculum reform, Our values are in the inter-face teaching time, teaching the values of Sino-US comparison, attribution and learning can effectively contribute to the formation of the new teaching values. [Keywords:] classroom teaching; teaching values; attributed to From the perspective of classroom practices, Chinese classroom teacher-centered, emphasizing the giving or receiving of knowledge, and classroom order; and the American classroom to student-centered, emphasizing the ‘learn by doing’ and student participation. This is of course the political, economic and cultural reasons, but the classroom play a direct dominant role is different from teaching values. Research on teaching values, teaching behaviors can be controlled effectively, the values of Sino-US comparative study of classroom teaching is the promotion of teaching under the New Curriculum Reform and the implementation of quality education has far-reaching significance. 1, teaching values, and classroom expressions Domestic content on the teaching of values, most remain at the philosophical level, if people think that teaching the values that people attribute to the teaching activities in teaching and teaching need to be met between the awareness and views; or that the values of teaching between subject and object such a relationship, thus forming the so-called ‘needs - property theory and the main - object relations theory’. [1] We believe that the connotation of teaching the values of both the abstract and philosophical to retain its height and depth, but at the same time not lose its practical significance. Explore the teachi