| 教师促进学生学会关心的策略 |
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| 引用本文： | 王海鸥,胡国萍,邵兴江. 教师促进学生学会关心的策略[J]. 中国德育, 2007, 2(8): 22-25 |
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| 作者姓名： | 王海鸥 胡国萍 邵兴江 |
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| 作者单位： | 上海市虹口区北郊学校，上海市虹口区北郊学校，上海市虹口区北郊学校 上海 200092，上海 200092，上海 200092 |
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| 摘 要： | “学会关心”不仅是一种教育哲学观，而且作为一种新的教育模式得到普遍重视。“学会关心”的内容极其广泛，依据人与人、人与社会、人与自然建立的关怀关系划分为三大类型多个领域。让学生学会关心，教师要采用恰当的认知策略和实践策略。认知策略包括建立彼此专注、尊重与理解的关系；保证关心关系的连续性；创设恰当的情景。实践策略包括榜样、对话、实践和认可。
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| 关 键 词： | 学会关心 关心性关系 教育策略 |
| 文章编号： | 1673-3010（2007）08-0022-04 |
| 修稿时间： | 2007-05-04 |
The Educational Stratege of Facilitating Students''"Learning to Care" |
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| Wang Haiou , Hu Guoping ,Shao Xingjiang. The Educational Stratege of Facilitating Students''"Learning to Care"[J]. Chinese JOurnal of Moral Education, 2007, 2(8): 22-25 |
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| Authors: | Wang Haiou Hu Guoping Shao Xingjiang |
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| Affiliation: | North Suburb School of HongKou District, Shanghai, 200092 |
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| Abstract: | "learn to care"is now existing not only as an idea of educational philosophy,but also as a new educational pattern to be emphasized in general.The contents of"learning to care"are extremly wide,and thus three different domains of care are distinguished according to the relation of caring between individuals,between human beings and the society and between human beings and the nature.To make students learn to care,the teachers should adopt suitable strateges of cognition and practices.The former includes the construction of the relationship of the mutual attention,respect and understanding;the guaranty of the continuity of the caring relation;and the the creation of the suitable situation.The latter includes examples, dialogue,practice and approval. |
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| Keywords: | learn to care the guaranty of the continuity of the caring relation educational stratege |
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