高师公共教育心理学感悟式教学策略探析  

On Perceptive Teaching Strategies of General Course-Educational Psychology in Higher Teacher Education Institution

作　　者：洪显利[1] 

机构地区：[1]重庆师范大学教育科学学院,重庆401331

出　　处：《重庆师范大学学报（哲学社会科学版）》2014年第5期96-100,共5页Journal of Chongqing Normal University Edition of Social Siences

基　　金：重庆师范大学2012年高等教育教学改革研究立项项目--感悟式教学策略在高师公共教育心理学教学中的有效性探讨[932126-0009-07]资助的研究成果

摘　　要：感悟是人智慧和品格发展最重要的一种方式,是人进行深入学习、开展实践活动和创造活动的前提和基础。本文主要总结和剖析了公共教育心理学教学实践中运用感悟式教学策略的基本理念:(1)以促进学生全人发展为教学活动的最终目标;(2)以感物为基础,精心设计教学的四环节;(3)充分发挥学生自主性,促进个体经验的整合;(4)"学和做,缓说破",在实践中感悟。Perception is an important way for the development of intelligence and character. It is the prerequisite and basis for further study, practice and creative activities of our human being. This paper summarized and analyzed the basic idea of perceptive teaching strategies on educational psychology teaching practice ： （ 1 ） The ultimate of teaching activity goal is to promote students＇ all - round development ; （2） Based on the perception of objects, four steps of the teaching are well - designed ; （3） Give full play to students＇ autonomy, promoting the integration of individual experience; （4） ＂Learning and doing, slow to say it＂ perception in practice.

关 键 词：感悟式教学 全人发展 自主性 

分 类 号：G424[文化科学—课程与教学论]