【摘要】：情感教育在美國(guó)20世紀(jì)六七十年代興盛發(fā)達(dá)的基礎(chǔ)上,進(jìn)一步突破發(fā)展為內(nèi)涵更豐富的"社會(huì)—情感教育",其核心內(nèi)容是培養(yǎng)反思能力、靈活解決問題能力、創(chuàng)造性學(xué)習(xí)能力,創(chuàng)設(shè)安全并能進(jìn)行積極反應(yīng)的生活、學(xué)習(xí)環(huán)境,建立學(xué)�！彝ァ鐓^(qū)間的合作共同體。美國(guó)情感教育向"社會(huì)—情感教育"的發(fā)展轉(zhuǎn)化,對(duì)我國(guó)情感教育的未來發(fā)展具有積極的啟示意義。
[Abstract]:On the basis of the prosperity and development of the United States in the 1960s and 1970s, emotional education has further broken through and developed into a "social-emotional education" with richer connotations. Its core content is to cultivate the ability of reflection, the ability to solve problems flexibly, and the ability to learn creatively. Create a safe and responsive life, a learning environment and a school-family-community. The transformation of American affective education to social-affective education has positive implications for the future development of affective education in China.
【作者單位】： 沈陽(yáng)師范大學(xué)教育科學(xué)學(xué)院;
【分類號(hào)】：G571.2

【共引文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 盛雪梅;英語(yǔ)教學(xué)中的情感研究[D];貴州師范大學(xué);2003年

2 解建團(tuán);腦科學(xué)與教育[D];陜西師范大學(xué);2004年

3 吉U，

本文編號(hào)：2264641