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作 者:吴根福[1] 周初霞[2] WU Genfu;ZHOU Chuxia(Zhejiang University,Hangzhou,Zhejiang 310058,China;Education Department of Zhejiang Province,Hangzhou,Zhejiang 310012,China)
机构地区:[1]浙江大学,杭州310058 [2]浙江省教育厅,杭州310012
出 处:《现代教育科学》2019年第5期60-65,共6页Modern Education Science
摘 要:《国家中长期教育改革和发展规划纲要(2010~2020年)》中强调,要加强生命教育。生命教育的实施可采用多种方式,以生物学知识为载体开展生命教育是一种新的尝试。鉴于人类生命具有生理生命、社会生命和精神生命三重属性,可以用生命的脆弱和顽强、生命的多样和独特等知识进行生理层面的生命教育;用生命的和谐、生命的责任等知识进行社会层面的生命教育;用生命的价值等知识进行精神层面的生命教育。以生物学知识为载体的生命教育不仅有利于学生的三观塑造,也有利于国家的生态文明建设和社会的可持续发展。“Outline of the National Medium-long Term Educational Reform and Development Plan(2010-2020)”suggests us pay more attention to life education.Life education can be implemented in a variety of ways,and it is new attempt that carry out life education with biology knowledge as the carrier.Considering that human life has three attributes:physiological life,social life and spiritual life,we can use the diversity and uniqueness of life,the fragility and tenacity of life to carry out life education at the physiological level;life education at the social level with the harmony of life and the responsibility of life;Life education at the spiritual level with the value and meaning of life;life education with biological knowledge as the carrier is not only conducive to the shaping of students three views,but also to the construction of national ecological civilization and the sustainable development of society.
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