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Core knowledge in the ideological and moral sift Causes of-毕业论文翻译
Core knowledge in the ideological and moral sift Causes of
[Abstract] junior high school ethics courses in Shenzhen, the non-test subjects in the context of core knowledge of the sift are most acute. In this paper, the ideological and moral Shenzhen eighth-grade classroom, for example, from the teaching objectives of the process to identify and reach, form of classroom teaching, teachers, and the dominant position and other aspects of evaluation mechanisms, analysis of this phenomenon for several reasons, and hope that through the analysis of the causes and find ways to solve this problem of feasibility.
[Keywords] ideological and moral teaching core knowledge sift
With the continuous progress of the new curriculum reform, the emergence of diverse ideological and moral course of teaching, teachers, teaching methods and student learning have emerged welcome change, but we understand the new curriculum reform, one-sided and superficial nature of makes our courses excessively heavy ideological and moral phenomenon, the nature of light and heavy forms of light substance, the performance of the core academic knowledge sift noticeably, and the ideological and moral course of becoming a prominent issue. Additionally, in Shenzhen, junior high moral character test subjects in the curriculum of non-status, making the issue more prominent. This class is intended to be implemented from the analysis of several important aspects of core knowledge in the classroom thinking sift reasons.
An objective process to identify and reach the core knowledge of the sift While the new curriculum reform is to abandon the concept of knowledge-based, regardless of the students against the feeling, and the need of classroom teaching experience, more knowledge of students as opposed to container, but the new curriculum reform is definitely not opposed to knowledge itself, but to a greater extent to help students develop knowledge of life, so in three-dimensional targets, the
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