Analysis of the implementation of new curriculum education is difficult to normalization of emotiona.docx
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Analysis of the implementation of new curriculum education is difficult to normalization of emotiona.docx
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Analysisoftheimplementationofnewcurriculumeducationisdifficulttonormalizationofemotiona
Analysisoftheimplementationofnewcurriculumeducationisdifficulttonormalizationofemotionalreasonsandnetworkstrategy
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[PaperKeywords]newnormalizationstrategyforemotionaleducationcurriculum[Abstract]Inthecontextofthecollegeentranceexaminationpressure,thenewcurriculumemphasizes‘knowledgeandskills,processesandmethods,attitudesandvalues’trinityofgoals,especiallythe‘feelings,attitudesandvalues’asthegoalofthethirddimensionintotheteachingobjectives,timestheconcernoftheeducated,tocarryouteffectivelytheemotionaleducation,studentshealthypersonality,tomakeupforeducationandteachingprocessintheabsenceofemotionalgoals,dealwiththerelationshipbetweentheentranceandcurriculumreform,studentsnotonlysolidfoundationofknowledge,andgoodmentalquality,inthecourseofstudytocultivatepositiveemotions,positiveemotionsenhancelearning,toenablestudentstobecomeall-rounddevelopmentofpeople.
Thenewcurriculumreformasanimportantgoalofeducationtotheemotionaloneinthecontextofexamination-orientededucation,schools,families,communityeducation,verylittleattentiontostudentemotions,untilproblemsarise,theyoftenhavecausedsomeofthecommunityimpact,therefore,concernedaboutthestudent’s‘emotionalproblems’,notonlyattractedtheattentionofeducationexperts,butalsocausedsocial,school,familyattention.onlyintheknowledgeyoungpeoplelearnandemotion,personalityandotheraspectsofthedevelopmentofahealthy,toexperiencethenaturalhumandignity,understandingtheessenceoflife.inordertohelpstudentsofsustainabledevelopment.thenimplementthenewcurriculumovertheyears,theemotionalstatusofeducationdo?
First,thenewcurriculumimplementationstatusofeducationintheemotionalBesure,intheimplementationofthenewcurriculum,teacherssignificantlyincreasedawarenessofemotionaleducation,howteachersimplementthenewcurriculumaroundthepenetrationmademanyusefulexplorationofemotionaleducation,butteachersinteaching,penetrationhasnotyetformedanormalemotionaleducation,changeintoahabit,astylereflectedintheopenclass,studyclasses,demonstrationclasses,teachersexplorewaystorepeatedlypenetratetheemotionaleducationintheirdailyteaching,especiallyinthereviewprocesstomeetthecollegeentranceexaminationsand,thenignorethefeelingsofstudentsperformanceandeducationandwhatismore,willtestandcollegeentranceinfiltrationofemotionaleducationwithcompleteagainsteachotherthattakesintoaccounttheExaminationandEntranceExam,youattendtotheemotionaleducation.
Inthecircumstances,eventhougheducationexpertscalledattentiontotheemotionaleducationofstudents,butalsostudytherelevanttheories,newteachinggoalstotheemotionaloneoftheaimsofeducationasanimportantgoal,butachievingthisgoalwiththerequirementsofthetimesthereisalargedistanceTherefore,theschool,somestudentswithoutstandingachievementsofoutstandingachievementtogettheteacher’sintentionalorunintentional,positiveorconcerns,apositiveemotionalexperience,moreconfidence,thesuccessfulcompletionoftheirstudies,buttherearesomeoutstandingpersons,duetolackofemotionalcare,underthepressureoftheentrance,thoughacademically,butemotionallyindifferent,evenhostiletosociety,hatredofothers.Majiajueallillustratethisphenomenon.Althoughsomestudentsacademicexcellence,itsheartisnotaloveoflearning,butallaspectsofforcedpressuretolearn,butoncethesepressures,itwillletmyself,neglecttheirstudies.Evenifthecollegeentranceexaminationthisstudentsuccess,itisdifficulttohaveachieved,contributingtosociety.somestudentsaremorevulnerabletomental,psychologicalproblemsofstudentsincreasedsignificantly,andspiritofsomestudents,frustrationtoleranceisincreasinglyweak.alsosomeschoolstrytoideologicaleducationandcounselingclasses,butcannotsolvethefundamentalproblem.‘Emotionalloss’toenablestudentstocauseautism,adolescence,autismandothermentalillness,severecasescanleadtomentalillness,affectthestudent’sphysicalandmentalhealthdevelopment.Tothisend,ouryoungpeople’spsychologicalproblemscausedbythewholesociety’sattention,manyeducatorswhoraisedthesamequestion,thatyoungpeoplemakeupthe‘emotionaleducation’classes.sowiththerightattitudetowardslife,todeveloptheirgoodcharacter.
Second,theimplementationofnewcurriculumeducationisdifficulttonormalizationofemotionalreasonsfordialysisPsychologyteachersandparentsquicksuccessineducationandteaching,students’academicperformancemakeiteasierforteacherstogetasenseofachievement,academicperformancecanbequantified,theteachersthroughasemesterorhalfsemestertostudenttestscoresincreasedsignificantly,whichcanbeseensee,whiletheemotionaleducationisagradualprocess,isinvisible,vulnerabletomanyfactors,therewillberepeated,theteachermaybeeffortscometonaughtbecauseofsomeunexpectedeventscoupledwiththeexistenceofpressureonthecollegeentranceexamination,easytofocusonlyontheknowledgeofteachersteachingtotheneglectofthecultivationofpositiveemotions.instructionaldesign,althoughthereareemotionaldevelopmentgoals,butoftenthedesignofspecificcontentandknowledgeShiquesimplylearningtoignoreemotionaldevelopment,theapproachisconducivetoknowledgeandlearning,butnotnecessarilyconducivetoemotionaldevelopment.
Parentsmakeaquickprofitweakentheimplementationofnewcurriculumemotionalfunctionofeducation,parentshavetomaketheirchildrenthroughtheentrance,concernedabouttheirchildren’sachievementsovertheexpenseoftheemotionaleducationoftheirchildren,someparentstohelptheirchildrendofortheirchildren’scollegeentranceexaminationsweepYigai,wanttheirchildrenstudyinghardtobecome‘Exalted’,butthisapproachignoresaninformedpersonisacombinationofwhole,ratherthanknowledgeofthecontainer.nottheobjectofeducationasadignifiedlifetounderstandandgiveduerespectsohowcanweexpecteducationtocultivateithasagoodcharacter,thespiritofindependentinnovationandcollaborationhabitsofmodernpeople?
thelongrun,childrenhavethementalityofweariness,somestudentscannotunderstandtheparents’careandnotonlyintentions,butalsoforparentstakingtheirownlivesistakenforgranted,whatismoretheconcernofparentshaverebellious,conflictwithparentsafterrunningawayfromhomeorevenkilledwhentheirparentsarealsocommonininstancesofnewspapers,theabovephenomenadeparturefromeducationinmind.
Socialevaluationofthestandarddeviationduetotheutilitariannatureofeducation,China’semphasisonrationalknowledgeofthespreadofeducation,theaccumulationoflightemotionalexperienceineducationalcontent,withclear,logicalandsystematicscientificknowledge,theory,doctrineandprofessionalexpertise,skillsasthemaincontent,standardizedtestmethodisthemostimportantevaluationmethods.Thisprogrammable,single,alloftheeducationalmodelignoresthepeople’semotionalcharacteristics.Thistendencyevenpenetratetotheideologicalandmoraleducation,butalsothepursuitofcurriculum-based,over-emphasisonmodelingandevaluationofquantitativeSocialevaluationcriteria,thereisconcernthatstudentachievementisamongthebest,pianoandEnglishafterafewlevelsandcanWhenthecadreswhetheratwork,ignoringtheirinnerworld,theirupsanddowns,emotionsandinterests,pursue,worry,tangledSocialevaluationofthestandarddeviationisnotcorrected,emotionaleducationeasiersaidthandone.
Difficultiesinteachingevaluation.Emotionaleducationfocusesonhowpeople’semotionsundertheinfluenceofeducationhascreatednewqualitytonewheightsandthus,focusonhumanemotionsmechanismsandphysiologicalmechanisms,thoughtsonhowthemechanismofhumanlifeconstitutethemechanismofcoordinationtorunforhealthachievethebestfunctionalstatus.’semotionssometimesexplicit,sometimesimplicit,whichmakesteachersandparentsisdifficulttovisuallyevaluatetheeffectofeducation,easytooverlooksubtlechangesinstudents’emotionalandsometimestheeffectofemotionaleducationneedsmanyyearstoreflect,accordingtoreports,then,anumberoffamousuniversitiesJuniorclassstudentswhoaresuperiorIQ,butlaterthatyear,butthedevelopmentoftheschool,homeeducationhasbeenpositivelyrelatedtotheemotionalrelationship,someverysuccessful,TheescapeintotheBuddhist,andsomedevelopnormally,butintheyearpeopleconcernedabouttheirsuperiorabilitytolearnintheprocess,theirpsychologicaldevelopmentandeducationarepositiveemotionseasilyoverlooked.
Scaleoftheclasssystemandteachersconcernedaboutthecontradictionbetweenthelimitednatureofthesurface.Thesizeoftheclasssystemsoteacherscanhardlypayattentiontoeachstudentsubtleemotionalchanges,althoughthestaterequiresthateachclasssizeis45,infact,Manyschoolclasssizeoffiftytosixtypeople,someevenupto70people,therefore,appearwithinacertainrangefromthepodiumofthestudentsbyteachersandotherstudentsaremoreconcernedaboutthephenomenonoflessconcern.Letalonetheemotionalattentiontosubtlechangesinstudents.
Third,theemotionaleducationinthenewcurriculumimplementationstrategyto
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