Crispin Reform of Teaching-毕业论文翻译.docVIP

Crispin Reform of Teaching First, ideological and moral urgent reform of teaching analysis of ideological and moral teaching of the status quo, primarily in the following aspects: (A) the goals of education on the one hand, the height is perfect to stand united to demand students; the other hand, but only to the students understand and accept the ideological and moral aspects of the basic knowledge, views as a core objective. Ignore the psychological and moral aspects of students (eg, moral cognition, emotion, needs, self-awareness, etc.) to guide development in the neglect of students in a positive moral attitudes, moral capacity and moral character of the training guide. Thus, the Si-Pin class educational goals do not meet the actual moral development of students, while ignoring the promotion of student moral development and moral education in shaping the personality of the most essential requirements. For example, professors ‘concern for others’ a class, teachers often proceed from the great truths to why ‘we should care about others’ as well as the students are asked how to care for others, speaks clearly and logically drawn, just not guide the students from their own life experience has been the starting to arouse their ‘caring’ and ‘being concerned’ positive experiences and guide them to learn to understand others and their own needs, and learn to understand their own reasoning, the formation of inner moral attitude, get a sense of moral autonomy and growth of a sense of to promote the healthy development of personality. (B) in the teaching content, often from a social and moral demands and moral knowledge systems start the preparation of teaching materials most condescending tone of the sermon. Neglect of moral education and the complexity of real-life contact, ignoring the moral of students have the knowledge and life experience. The lack of students standing position, the tone of equality to explore character development and moral life of students in k