德育教学中“合理性非期待答案”的判断与引导

发布时间：2018-03-28 04:17

本文选题：合理性非期待答案　切入点：非期待答案　出处：《中小学教师培训》2017年10期

【摘要】：在德育教学中,无论是课堂提问、课后作业还是测验考试,教师对问题本身都有期待的答案或答案域,即期待答案,当学生给出的答案超出了这一范围,就称之为非期待答案。其中合理性的非期待答案主要包括两种:一种是与期待答案相近的非期待答案,另一种是超越了期待答案水平的非期待答案。合理性非期待答案往往具备极高的教育价值。教师需要准确判断合理性非期待答案并即时给予肯定,同时努力创设启发性、支持性的教学氛围,鼓励学生不断给出高水平的合理性非期待答案,帮助学生不断完善和升华合理性非期待答案。这样不仅有助于不断提升教师的教学智慧,提高教学质量,更有利于促进学生的创造性思维形成与全面发展。
[Abstract]:In moral education teaching, whether it is classroom questions, after-school homework or test tests, teachers have expected answers or answer fields to the question itself, that is, expected answers, when the students give answers beyond this range. It is called the unanticipated answer. The rational unanticipated answer mainly includes two kinds: one is the unanticipated answer which is similar to the expected answer. The other is the unanticipated answer, which is beyond the level of expected answer. Reasonable and unanticipated answer often has extremely high educational value. Teachers need to accurately judge the rationality and not expect the answer and give the affirmative immediately, while trying to create enlightenment. The supportive teaching atmosphere encourages students to give a high level of reasonable and unexpected answers, helps students to improve and sublimate the rational and unexpected answers, which is not only helpful to improve the teachers' teaching wisdom and improve the teaching quality, but also to improve the quality of teaching. More conducive to the formation of creative thinking and comprehensive development of students.
【作者单位】：陕西科技大学;
【基金】：2014年度教育部哲学社会科学研究重大课题攻关项目“义务教育均衡发展监测制度研究”(项目编号:14JZD041) 2016年度陕西省教育厅专项科研计划项目“我国普通高中建立国家奖学金制度的路径与对策研究”(项目编号:16JK1079)
【分类号】：G41

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