情景教学在理想信念教育中的运用探析

Analysis on the Application of Situational Teaching in the Education of Ideals and Beliefs

情景教学以其形象性、蕴理性、实践性有助于理想信念教育更好地实现从被动灌输到主动建构,感性认识到理性认识,理论认同到践行形态的跨越。运用情景教学开展理想信念教育的过程中,注意“直接引入式情景、角色扮演式情景、自我创设式情景”三种方式的联合应用,需正确处理教育预设与生成、理论讲解与情景展演、形式与内容的关系问题。

Situational teaching, with its vividness, rationality and practicality, helps the education of ideals and beliefs to better realize the leap from passive instillation to active construction, perceptual knowledge to rational knowledge, and theoretical recognition to practice. In the process of using situational teaching to carry out the education of ideals and beliefs, pay attention to the joint application of the three methods of “directly introduced scenarios, role-playing scenarios, and self-created scenarios”. It is necessary to correctly handle the relationship between educational presupposition and formation, theoretical explanation and scenario performance, form and content.