探讨思想政治课教学的心理误区

<正>思想政治课教学以教学过程"五要素说"分析而论,包括"政治教师"——"学生"——"政治教材"——"教学手段"——"师生的道德心理氛围"五大要素。教学过程的"五要素说"虽然不是最为科学的教学论观点,但它所揭示的教学同师生的道德心理相关理论是难能可贵的。纵观当令思想政治课教学,不难发现这样一条"规律",即思想政治课教学的成败、效益高低、价值的大小虽受制于各种原因,但它同教学师生的心理状态密切联系,不可分割,师生具有良好的心理状态有益于思想政治课教学取得成功,获得高效益,索得最大价值。本文试就思想政治课教学存在的主要心理误区作一剖析并就其跨越走向谈些粗浅之见,以达抛砖引玉之目的。     

浅谈政治教学方法改革

在经济社会大发展、大变化的历史时期,思想政治课教学面临着前所未有的矛盾,其中最突出的矛盾是教学实效与执教者的初衷严重背离,学生学习思想政治课的最终结果是“学而不信,知而不行”。目前造成思想政治课教学低效的原因,除了当前社会经济迅速发展,人们的一些消极思想导致学生厌学以外,最主要的还是在于思想政治课教学本身的特点。在新的历史发展时期,思想政治课教学要跨过误区,冲出低谷,摆脱困境,开辟全新的教学天地,唯一的出路在于深化教学改革。     

怎样教好政治课

在经济社会大发展、大变化的历史时期,思想政治课教学面临着前所未有的矛盾,其中最突出的矛盾是教学实效与执教者的初衷严重背离,学生学习思想政治课的最终结果是“学而不信,知而不行”。目前造成思想政治课教学低效的原因,除了当前社会经济迅速发展,人们的一些消极思想导致学生厌学以外,最主要的还是在于思想政治课教学本身的特点。在新的历史发展时期,思想政治课教学要跨过误区,冲出低谷,摆脱困境,开辟全新的教学天地,唯一的出路在于深化教学改革。本人根据近年来的教学教改实践,逐步探索出了一种新的教学方法——“四化”教学,现试谈如下。     

当前政治课实效性研究的误区和原因分析

当前我国关于学校政治课实效性的研究取得了很多的成果,这些成果有利于促进学校思想政治教育的发展,但是有部分的研究成果也出现了政治课实效性理解的困惑,政治课责任的泛化,政治课实效性评定缺乏一个具体的可操作性的评价标准等的误区。造成这些误区的原因有对政治课没有科学的定位,对政治课没有全面的认识,对政治课实效性的理解和判断缺乏逻辑起点。分析这些误区及造成这些误区的原因,对更好地促进学校思想政治教育及政治课的发展具有重要的意义。     

浅谈职高思想政治课教学中如何渗透心理健康教育

随着社会经济发展,人们生活、学习压力越来越大,人们心理或多或少都存在一些问题,特别是职高学生的心理健康问题日益突出,已成为我们职高教师必须认真研究和着力解决的重大问题。针对职高学生在生活学习中出现的一些不良心理问题,分析其产生心理问题的原因,探究职高思想政治教学中渗透心理健康教育的有效途径,已成为我们每一名职高思想政治课教师不可推卸的责任。通过构建和谐、民主、平等的思想政治课堂氛围,采用高效的课堂教学方法,并帮助职高学生自我调整,勇于克服不良心理问题,从而提高职高学生心理健康水平,这不失为一条在职高思想政治课教学中渗透心理健康教育的有效途径。     

如何提高初中思想政治课教学的实效性

新课程标准下,对初中思想政治课进行了规定,要求进一步加强初中思想政治课教学的实效性。初中思想政治课改革是一个系统的工程,牵涉到教学思想、教学内容、教学方法等各方面的改革。本文主要从分析当前思想政治课缺乏实效性的原因出发,论述如何加强初中思想政治课教学的实效性。     

中学思想政治课教学中的情感教育问题初探

在中学思想政治课教学中,情感教育对促进学生的综合发展有着重要意义。把情感教育融入中学思想政治课教学活动中,是中学思想政治课教学与时俱进的要求。积极利用情感因素能引起学生的情感共鸣,实现优化教学效果的目的。因此,中学思想政治课教师要注重对学生实施情感教育。笔者结合自己的教学经验,在本文中对中学思想政治课教学中的情感教育问题作了一些探究。     

浅析案例教学法在思想政治课教学中的应用

案例教学法是创新思想政治课教学的有效途径。将案例教学法应用于思想政治课教学中,对于进一步提高思想政治课教学实效性及激发学生的学习热情和政治情感有着积极的意义。本文通过分析案例教学法的特点及所取得的效果,重点阐述了案例教学法在思想政治课中的应用策略。     

新课标下初中政治课堂教学存在的问题与对策

初中思想政治课程标准中明确要求：要培养良好的道德品质,养成文明的行为习惯,使学生形成正确的世界观、人生观、价值观。教学决不能本末倒置,要切实发挥政治课的德育主渠道作用。走出应试的误区,以饱满的热情和全新的理念来迎接新课程的挑战。笔者就多年的教学经验谈谈当前初中政治教学中存在的问题与对策。     

如何提高高中思想政治课教学的有效性

在高中课程改革和课堂教学改革逐渐深入的背景下,广大一线教师和专家学者对当前高中思想政治课教学有效教学进行了许多有益探索,但在教学实践中也出现了一些偏颇。如何克服这些偏颇是一个迫切需要探讨和解决的问题。本文尝试从高中思想政治课性质和目标、思想政治课特点、课堂教学策略等方面,探讨如何提高高中思想政治课教学的有效性。     

初中思想政治教学改革探索

笔者对初中政治课课堂教学模式进行尝试和探索。经过一年多的教学实践,总结出了思想政治课五步教学法,本文即是对这一教学方法的简单介绍,希望能对初中思想政治课堂教学改革有所启示。     

Is there Nationalism after Ernest Gellner? An exploration of methodological choices*

Abstract. This paper explores the advance of the study of nationalism with particular reference to hitherto neglected methodologies. After suggesting what might be the lesson to be learned from Ernest Gellner's critique of Wittgensteinian linguistic philosophy, I set out some of the considerations and questions which guide my own attempt at a definition of nationalism after Gellner. These are essentially concerned with the function of meaning for ‘real people’, that is, with the substantiation of the nation through the study of ideologies and feelings, links between interest and identity, conditions of responsiveness and the differential success of mass mobilisation. In the remainder of the paper, I explore the benefit that may be achieved from adopting the methodologies of the so‐called Cambridge school of the history of political thought and of social representations in social psychology.     

基础日语说课

说课,是介于备课和上课之间的一种教学研究活动,现在已经成为了各大中小学校评价教师教学效果、教学质量的一种教学活动,是教师在备课的基础上,面对同行、专家,系统而概括地解说自己对某一门课程或者某一章节的理解,阐述自己的教学观点,表述自己执教的教学思想、方法、手段以及组织教学的形式等,然后由大家进行评说。说课,是一种新的教学研究活动,需要广大教师认真学〉-j,积极参与。     

高中思想政治教学中的有效提问原则

高中思想政治课概念众多、知识抽象、理论性强,学生的社会经验又不足,因此,在高中政治课堂中,教师注重有效提问,可以吸引学生的注意力,调动学生的积极性,深化对所学知识的理解,培养学生分析解决问题的能力,激发学生对政治课的学习兴趣。有效的提问可以开启学生的创新思维,直接影响着政治课堂教学的效果。     

试论初中政治课有效教学情境的生成

政治学科的所有问题都来源于社会实际,都是在研究、分析、探讨、总结的基础上形成其学说。政治课教学正需要依托周围环境挖掘大量的学习资源,让学生在与社会生活的对话中生成教学情境,促使学生自主、自由发展,培养学生的创造能力。     

Does mass psychology renaturalize political theory? On the methodological originality of “Crowds and Power”

The actual originality and radicalism of Canetti's mass psychology provides a comprehensive picture of humanity and society which could also accommodate a naturalized political domain. Proceeding according to a deliberate plan, Canetti discusses four “purely” political complexes on the basis of his mass‐psychological conception. These four complexes are completed, architecturally as it were, by the Schreber Case, the keystone, which legitimately unites and synthesizes the political and psychological domains in terms of power. His strategy does not involve the projection of already available psychological explanatory patterns onto the political subject‐matter. He chooses rather a political subject‐matter in the analysis of which the already elaborated mass‐psychological insights can resurface. The way leads, therefore, not from mass psychology to politics, but from politics to politics seen in a different way—via innovative mass‐psychological insights. The four case‐studies selected by Canetti display remarkable coherence in their conceptual structure. At the same time, they are also astonishingly diverse and variable. The Versaille Case describes a unique act involving the suppression of collective identity, while the Inflation Case captures the possibility of the shocking devaluation of individual and collective identity, a possibility which can in principle always become reality. The approach is yet again different in the Parliamentarianism Case: politics is shown to be wise enough to restrain political struggle by means of a taboo. Finally, for the case of socialism Canetti provides an original concretization and interpretation of a widely shared view, which is nevertheless seldom articulated with the required precision, namely that socialism and human nature run, at least latently, counter to one another, making their incompatibility predetermined.     

Psychoanalyzing Iran: Kennedy's Iran Task Force and the Modernization of Orientalism, 1961–3

Between 1961 and 1963, a political crisis in Iran prompted U.S. foreign-policy makers to briefly consider supporting political reform that would have pushed the Shah toward a more constitutional role and moved Iran toward democracy. Yet Washington instead decided to bolster the Shah's regime to carry out social and economic reforms that coalesced as the Shah's White Revolution in 1963. Policy-makers relied in part on a psychological profile of Iran to shape their decisions, believing that the Iranian people were psychologically unprepared to rule, and that the Shah was psychologically unprepared to give up power. This article encourages diplomatic historians to explore how the language and ideas of psychology influenced the modernization theories and policies that U.S. policy-makers applied to Iran, the Middle East, and the wider ‘Third World.’ After briefly exploring the history of U.S. racial, religious, and cultural perceptions of Iran - many of which fit traditional stereotypes of Orientalism - the article examines the influence of political and developmental psychology at a time when racial and religious bias were increasingly taboo. Psychology offered more acceptable, scientific ways to understand Iran and the Middle East, though it led to familiar conclusions. While attempting to modernize Iran, policy-makers modernized Orientalism.     

La Pensée Comme Expérience Vécue

The core of our essay is the “psychology of thought” (Denkpsychologie), which was elaborated by the Würzburg School at the beginning of the 20^th century. We will show how this School synthesized two contemporary trends: Brentano’s project of a psychology from an empirical point of view and the use of experiments beyond the limits of perception. Through the works of Karl Bühler, we will criticize the legitimacy of the psychologistic approach, which was applied to all psychological schools of thought participating in the debate on the nature of thought. We will also discuss the Bühlerian idea of a present knowledge, which aims to avoid the consequence of mind localization, a very tempting issue for the psychology of thought.     

后大屠杀时代:纳粹屠犹的社会后果分析

20世纪80年代以来,越来越多的学者意识到了大屠杀已经成为一个世界性的问题,在美国、以色列、欧洲等地普遍兴起了对“后大屠杀时代”的研究,主要探讨源于大屠杀并影响到后大屠杀时代的种种社会现象。通过对幸存者的心理磨难、对纳粹屠犹的神学反思、犹太意识的强化以及西方社会的“遗弃”对犹太人的精神打击等问题的研究,可以看出,大屠杀事件对犹太人社会心理产生了重大的影响。     

Electronic Information Management in the Social Sciences

Abstract

The use of the computer and its capabilities in the social sciences – psychology, sociology, economics, political science and history – are here discussed. It is suggested that the computer is essential to research in these disciplines and examples are given where certain research projects could not be undertaken without the capabilities of the computer. Three uses which are common to all the social science are described. First, there is a discussion of several computer-based statistical packages which have been specifically developed for the social sciences. Next, there is a presentation of the development of models and particularly casual modeling. Finally, computer-based bibliographic methods and capabilitie are described. More specific applications are: on-line control psychological experiments stimulus presentation, data acquisition, the simulation of psychological functions and the computer a a surrogate clinician; also the application of information-processing model in cognitive psychology. In sociology, the computer is used in social science surveys and particularly in the recent development of computer-based telephone survey techniques. In economics, there is a discussion of econometric modeling and particularly of Project LINK, a worldwide economic model. Finally, a number of examples are given of the use of computers in political science and historical research. It is concluded that the computer is a basic tool in social science research.