初中化学教学中实施生命教育的研究
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摘要
随着社会经济的日益发展繁荣,人们的物质生活水平越来越高,生活越来越舒适。但是精神层面的问题却越来越强,很多人甚至迷失了人生的方向。青少年中不珍惜生命的行为,如自杀、杀人、吸毒、性滥、酗酒等的发生率在全球范围内持续上升。这样一个严峻的现实向社会发出呼唤:在学校中实施生命教育,刻不容缓!
生命教育目标就是教学生主动去认识自我,进而尊重自我、热爱自我,培养学生的社会适应能力,提升与他人和谐相处的能力,使学生充分认识生存环境,了解人与环境生命共同体的关系,协助学生探索生命的意义,提升对生命的尊重与关怀,从而实现生命的和谐发展。人文性和科学性是化学学科的基本属性,它决定了化学课程与生命教育具有天然的联系。提高自身的生命教育素质、在化学学科中实施生命教育,是化学教师义不容辞的责任。
本文从结构上分为五个部分:
导论部分,说明本研究的缘起、研究内容及意义,阐述对青少年进行生命教育的必要性和在化学学科中实施生命教育的可行性。
第一章,从理论上介绍生命的生物学解释、哲学解释以及生命教育的内涵、生命教育的目标,并详细阐述了生命教育的现代教育理论基础。
第二章,概括介绍港澳台地区生命教育的现状,并详细描述了台湾地区生命教育的沿革以及大陆地区进行生命教育的现状。分析了学生、教师面上存在的问题,以及生命教育手段落后、措施不得力的的问题。
第三章,分析拟定了在初中化学实施生命教育的目标:通过学习化学,提高学生与他人、与自然和谐相处的能力;通过学习化学,提高学生的自我教育和发展能力;通过学习化学,培养学生的人文精神。
第四章,在前面论述的基础上,本人结合自己的教学实践对生命教育在初中化学教学中的实施给出了策略性建议。首先,作为教育的主要实施者,加强化学教师对生命教育的认识,提高其生命教育素质——做个孜孜不倦的学习者,提高自己的生命教育质量;热爱孩子,促进学生生命个体的成长;领会新课改的精神,赋予教育以生命活力。其次,创设宽松适宜的教学环境,让学生做化学学习的主人。第三,改变固有的评价方式,全面考察学生的化学素养,促进个体生命的全面发展。第四,充分利用化学课程内容,进行生命教育理念的渗透,将生命教育渗透在化学课程的每一部分。第五,通过化学课外活动,让学生在活动中体验生命的美好和可贵。
整篇论文查阅了大量的文献,在此基础上结合笔者的观察、调研和亲身实践撰写而成,希望能对化学课堂的“绿色化”贡献一点微薄之力!
As the development and prosperity of our social economics, on the one hand, people’s material living standard is becoming higher and higher and our lives are getting more and more comfortable. On the other hand, people are having more and more problems on spirit layer nowadays. Some people even get lost in their daily lives. Some teenagers don’t value their lives throughout the world, such as committing suicide, killing others, taking drugs and so on. The severe reality requires our society to pay more attention to life education in school and this is of great urgency.
The aim of life education is to teach our students how to know themselves well, love themselves and develop their social abilities. That can also make them understand how to get along with others. In this way, our students will get a clear understanding of their living environment, the relationships among people and the real meaning of their own lives. The humanism and scientific research are the basic characteristics of chemistry which make this subject have something to do with life education. As a chemistry teacher, I think it’s my duty to carry out life education during my teaching.
There are altogether five parts in my thesis:
Introduction: In this part, I explain the genesis contents and meaning of my research. I analyze how necessary and possible for us to put life education into effect in our chemistry teaching.
Chapter One: In this part, I introduce the biology explanation, the philosophy explanation and the connotation and aim of life education. I also expound the basis theory of modern life education.
Chapter Two: In this part, I generally introduce the current situation of life education in the areas of Hong Kong, Macao, and Taiwan province. I give a minute description of the evolution of life education in Taiwan province and the present situation on mainland as well. I also analyze the problems of students and teachers and the backward of our teaching methods
Chapter Three: In this part, I analyze the aim of life education in junior high school chemistry teaching that is to increase students’abilities of self-education and development, let them know how to get on well with others and nature and train students’humanistic spirit by learning chemistry.
Chapter Four: In this part, based on the above discussion, I give some tactful suggestions on life education in junior chemistry teaching. First of all, as main practitioners of education, we should increase our knowledge of life education and try to be good learners of it. We are supposed to love our students and try to promote their individual development. At the same time, we need to understand the core of our new curriculum reform as well as possible and make our education livelier than ever before. Secondly, we should try to give our students a happy and suitable environment so that they can become the masters of chemistry studying. Next, we should change the intrinsic ways of our valuation and check students’accomplishment variously. Try to increase individual life development in an all-round way. Then, we should make a good use of our chemistry teaching contents and permeate the purpose of life education in every part of chemistry teaching. Finally, let our students learn how beautiful and valuable of our lives are through their after-class activity practice experience.
To write this thesis, I have consulted a lot of documents and combined my own observation, investigation and practice. I hope this thesis will help to do something useful for our green chemistry teaching.
生命教育目标就是教学生主动去认识自我,进而尊重自我、热爱自我,培养学生的社会适应能力,提升与他人和谐相处的能力,使学生充分认识生存环境,了解人与环境生命共同体的关系,协助学生探索生命的意义,提升对生命的尊重与关怀,从而实现生命的和谐发展。人文性和科学性是化学学科的基本属性,它决定了化学课程与生命教育具有天然的联系。提高自身的生命教育素质、在化学学科中实施生命教育,是化学教师义不容辞的责任。
本文从结构上分为五个部分:
导论部分,说明本研究的缘起、研究内容及意义,阐述对青少年进行生命教育的必要性和在化学学科中实施生命教育的可行性。
第一章,从理论上介绍生命的生物学解释、哲学解释以及生命教育的内涵、生命教育的目标,并详细阐述了生命教育的现代教育理论基础。
第二章,概括介绍港澳台地区生命教育的现状,并详细描述了台湾地区生命教育的沿革以及大陆地区进行生命教育的现状。分析了学生、教师面上存在的问题,以及生命教育手段落后、措施不得力的的问题。
第三章,分析拟定了在初中化学实施生命教育的目标:通过学习化学,提高学生与他人、与自然和谐相处的能力;通过学习化学,提高学生的自我教育和发展能力;通过学习化学,培养学生的人文精神。
第四章,在前面论述的基础上,本人结合自己的教学实践对生命教育在初中化学教学中的实施给出了策略性建议。首先,作为教育的主要实施者,加强化学教师对生命教育的认识,提高其生命教育素质——做个孜孜不倦的学习者,提高自己的生命教育质量;热爱孩子,促进学生生命个体的成长;领会新课改的精神,赋予教育以生命活力。其次,创设宽松适宜的教学环境,让学生做化学学习的主人。第三,改变固有的评价方式,全面考察学生的化学素养,促进个体生命的全面发展。第四,充分利用化学课程内容,进行生命教育理念的渗透,将生命教育渗透在化学课程的每一部分。第五,通过化学课外活动,让学生在活动中体验生命的美好和可贵。
整篇论文查阅了大量的文献,在此基础上结合笔者的观察、调研和亲身实践撰写而成,希望能对化学课堂的“绿色化”贡献一点微薄之力!
As the development and prosperity of our social economics, on the one hand, people’s material living standard is becoming higher and higher and our lives are getting more and more comfortable. On the other hand, people are having more and more problems on spirit layer nowadays. Some people even get lost in their daily lives. Some teenagers don’t value their lives throughout the world, such as committing suicide, killing others, taking drugs and so on. The severe reality requires our society to pay more attention to life education in school and this is of great urgency.
The aim of life education is to teach our students how to know themselves well, love themselves and develop their social abilities. That can also make them understand how to get along with others. In this way, our students will get a clear understanding of their living environment, the relationships among people and the real meaning of their own lives. The humanism and scientific research are the basic characteristics of chemistry which make this subject have something to do with life education. As a chemistry teacher, I think it’s my duty to carry out life education during my teaching.
There are altogether five parts in my thesis:
Introduction: In this part, I explain the genesis contents and meaning of my research. I analyze how necessary and possible for us to put life education into effect in our chemistry teaching.
Chapter One: In this part, I introduce the biology explanation, the philosophy explanation and the connotation and aim of life education. I also expound the basis theory of modern life education.
Chapter Two: In this part, I generally introduce the current situation of life education in the areas of Hong Kong, Macao, and Taiwan province. I give a minute description of the evolution of life education in Taiwan province and the present situation on mainland as well. I also analyze the problems of students and teachers and the backward of our teaching methods
Chapter Three: In this part, I analyze the aim of life education in junior high school chemistry teaching that is to increase students’abilities of self-education and development, let them know how to get on well with others and nature and train students’humanistic spirit by learning chemistry.
Chapter Four: In this part, based on the above discussion, I give some tactful suggestions on life education in junior chemistry teaching. First of all, as main practitioners of education, we should increase our knowledge of life education and try to be good learners of it. We are supposed to love our students and try to promote their individual development. At the same time, we need to understand the core of our new curriculum reform as well as possible and make our education livelier than ever before. Secondly, we should try to give our students a happy and suitable environment so that they can become the masters of chemistry studying. Next, we should change the intrinsic ways of our valuation and check students’accomplishment variously. Try to increase individual life development in an all-round way. Then, we should make a good use of our chemistry teaching contents and permeate the purpose of life education in every part of chemistry teaching. Finally, let our students learn how beautiful and valuable of our lives are through their after-class activity practice experience.
To write this thesis, I have consulted a lot of documents and combined my own observation, investigation and practice. I hope this thesis will help to do something useful for our green chemistry teaching.
引文
[1]许世平.生命教育及层次分析 .中国教育学刊,2002 年(4).
[2]钱巨波.生命教育研究.江苏教育研究,1999 年(4).
[3]堪红桃.生命教育,任重而道远.宁夏教育,2004(7).
[4]刘宣文、据晓燕.生命教育与课程设计探索 .课程·教材·教法,2004(8).
[5]王北生.生命的畅想——生命教育视闽拓展 .北京:中国社会科学出版社,2004.
[6]许世平.生命教育及层次分析.中国教育学刊,2002 年(4).
[7]程红艳.教育的起点是人的生命.教育理论与实践,2002(8).
[8]黄德祥.小学生命教育的内涵与实施.台北: 寰宇出版社,2000.
[9](台)教育部推动生命教育中程计划书[Z] 210.60.194.100/life2000/eduteam/project_mid.htm
[10]http://image.psychcn.com/greenapple/20050201/index.htm#4
[11]http://www.xici.net/b585392/d36154846.htm
[12]http://www.zaobao.com/special/newspapers/2004/04/dayoo050404a.
[1][德]费迪南·费尔曼.生命哲学[M].上海:华夏出版社,2000.
[2][美]大卫·杰纳·马丁.走进中小学科学课建构主义教学方法[M].长春:长春出版社,2003.
[3]曹文妹、瞿晓敏.生命伦理与新健康[M] . 济南:济南出版社,2005.
[4]何伦、施卫星.生命的困惑—临床生命伦理学导论[M] .南京:东南大学出版社,2004.
[5]联合国教科文组织丛书.学会生存[M] .北京:教育科学出版社,1996.
[6]杜时忠.人文教育论[M] . 南京:江苏教育出版社,1999.
[7]扈中平.教育目的论[M] .武汉:湖北教育出版社,1997.
[8]燕国材.素质教育论[M] .南京:江苏教育出版社,1997.
[9]高崇明、张爱琴.生物伦理学[M] .北京:北京大学出版社,1999.
[10]王北生.生命的畅想——生命教育视闽拓展[M] .北京:中国社会科学出版社,2004.
[11]〔德〕雅斯贝尔斯著,邹进译.什么是教育[M] .北京:三联出版社,1991.
[12]姚全兴.生命美育[M] .上海:上海教育出版社,2001 .
[13]郭元祥.生活与教育——回归生活世界的基础教育论纲[M] .上海:华东师范大学大学出版社,2002.
[14]黄德祥.小学生命教育的内涵与实施〔M〕.台北: 寰宇出版社,2000.
[15]孙幕义、徐道喜、邵永生.新生命伦理学[M] .南京:东南大学出版社,2003.
[16]周志华.生活·社会·化学素质教育读物[M] .南京:南京师范大学出版社,2002.
[17]孙春晨.生死论[M] .北京:中国青年出版社,2001.
[18]吴俊明 王祖浩.化学学习论[M] .南宁:南宁广西教育出版社,1996.
[19]邱仁宗.论“人”的概念—生命伦理学的视角[J] .哲学研究,1998(9).
[20]肖川.生命教育的三个层次[J] .中国教师,2006(5) .
[21]盛天和.港台地区中小学生命教育及其启示[J] .思想理论教育,2005(9) . [22(]台)曾志朗.生命教育—教改不能遗漏的一环[J] .联合报,1999 年 1 月 3 日.
[23]陈立言.生命教育在台湾之发展概况〔J〕.哲学与文化,2004 ,(9) .
[24]张青海.爱便是教育[J] .中国教育报,2000 年 3 月 3 日.
[25]肖川.教育必须关注完整的人的发展[J] .清华大学教育研究,2001 (3 ) .
[26]刘济良,岳龙.关注生命:教育本真[J] .南都学坛,2001(1).
[27]雷静、谢光勇.近十年我国生命教育研究综述[J] .教育探索,2005(5) .
[28](台)孙效智.生命教育的内涵与哲学基础[J] .教育资料集刊,2001(12).
[29]杨月.我国生命教育面面观[J] .中国教师,2005(2) .
[30]中华人民共和国教育部.《全日制义务教育化学课程标准(实验稿)》[Z] . 北京:北京师范大学出版社,2001.
[31]钱巨波.生命教育研究[J] .江苏教育研究,1999 年(4).
[32]许世平.生命教育及层次分析[J] .中国教育学刊,2002 年(4).
[33]程红艳.教育的起点是人的生命[J] .教育理论与实践,2002(8).
[34]郑崇珍.生命教育的目标与策略[J] .上海教育科研,2002(10).
[35]王学凤.台湾中小学的生命教育[J] .现代中小学教育,2002(7).
[36]张美云.近年来我国生命教育综述[J] .上海教育科研,2006(4).
[37]黄益萍.新课程背景下化学教学中人文思想的渗透[J] .贵州教育学院学报,2005(4) .
[38]孙效智.各领域能力指标与生命教育议题的对照〔EB/OL〕.〔2007- 08- 20〕http://cc.kyu.edu.tw
[39]邱仁宗.21 世纪生命伦理学[J] .哲学研究,2000(1).
[40]堪红桃.生命教育,任重而道远[J] .宁夏教育,2004(7).
[41]刘宣文、据晓燕.生命教育与课程设计探索[J] .课程·教材·教法,2004(8).
[42]北京心理危机研究与干预中心《我国自杀状况及其对策》[D] .2007.
[2]钱巨波.生命教育研究.江苏教育研究,1999 年(4).
[3]堪红桃.生命教育,任重而道远.宁夏教育,2004(7).
[4]刘宣文、据晓燕.生命教育与课程设计探索 .课程·教材·教法,2004(8).
[5]王北生.生命的畅想——生命教育视闽拓展 .北京:中国社会科学出版社,2004.
[6]许世平.生命教育及层次分析.中国教育学刊,2002 年(4).
[7]程红艳.教育的起点是人的生命.教育理论与实践,2002(8).
[8]黄德祥.小学生命教育的内涵与实施.台北: 寰宇出版社,2000.
[9](台)教育部推动生命教育中程计划书[Z] 210.60.194.100/life2000/eduteam/project_mid.htm
[10]http://image.psychcn.com/greenapple/20050201/index.htm#4
[11]http://www.xici.net/b585392/d36154846.htm
[12]http://www.zaobao.com/special/newspapers/2004/04/dayoo050404a.
[1][德]费迪南·费尔曼.生命哲学[M].上海:华夏出版社,2000.
[2][美]大卫·杰纳·马丁.走进中小学科学课建构主义教学方法[M].长春:长春出版社,2003.
[3]曹文妹、瞿晓敏.生命伦理与新健康[M] . 济南:济南出版社,2005.
[4]何伦、施卫星.生命的困惑—临床生命伦理学导论[M] .南京:东南大学出版社,2004.
[5]联合国教科文组织丛书.学会生存[M] .北京:教育科学出版社,1996.
[6]杜时忠.人文教育论[M] . 南京:江苏教育出版社,1999.
[7]扈中平.教育目的论[M] .武汉:湖北教育出版社,1997.
[8]燕国材.素质教育论[M] .南京:江苏教育出版社,1997.
[9]高崇明、张爱琴.生物伦理学[M] .北京:北京大学出版社,1999.
[10]王北生.生命的畅想——生命教育视闽拓展[M] .北京:中国社会科学出版社,2004.
[11]〔德〕雅斯贝尔斯著,邹进译.什么是教育[M] .北京:三联出版社,1991.
[12]姚全兴.生命美育[M] .上海:上海教育出版社,2001 .
[13]郭元祥.生活与教育——回归生活世界的基础教育论纲[M] .上海:华东师范大学大学出版社,2002.
[14]黄德祥.小学生命教育的内涵与实施〔M〕.台北: 寰宇出版社,2000.
[15]孙幕义、徐道喜、邵永生.新生命伦理学[M] .南京:东南大学出版社,2003.
[16]周志华.生活·社会·化学素质教育读物[M] .南京:南京师范大学出版社,2002.
[17]孙春晨.生死论[M] .北京:中国青年出版社,2001.
[18]吴俊明 王祖浩.化学学习论[M] .南宁:南宁广西教育出版社,1996.
[19]邱仁宗.论“人”的概念—生命伦理学的视角[J] .哲学研究,1998(9).
[20]肖川.生命教育的三个层次[J] .中国教师,2006(5) .
[21]盛天和.港台地区中小学生命教育及其启示[J] .思想理论教育,2005(9) . [22(]台)曾志朗.生命教育—教改不能遗漏的一环[J] .联合报,1999 年 1 月 3 日.
[23]陈立言.生命教育在台湾之发展概况〔J〕.哲学与文化,2004 ,(9) .
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