小学道德与法治课虚拟情境教学方式的逻辑理路

A Logical Rationale for a Virtual Contextual Approach to Teaching Ethics and Rule of Law in Elementary School Classes

小学道德与法治课承担着“立德树人”的光荣使命,在数字技术赋能德育的浪潮中,教师可以根据教学目标,运用数字技术设备创设高度逼真的虚拟教学情境进行道德教育。在设备模拟的虚拟情境中,学生不仅能够身临其境的学习而且面对事件中的道德冲突,可以启动道德思维,将道德认知进一步转化为道德实践。文章分析发现,杜威的“做中学”理论,建构主义理论,情境认知理论,可以为虚拟情境教学提供理论支撑,信息技术和虚拟技术的发展可以提供相关的技术支持,因此小学道德与法治课进行虚拟情境教学具有较高的可行性;依托皮亚杰认知阶段发展理论和道德阶段发展理论,得出此教学方式适合小学阶段的道德教育,具有较高的适切性。因此,希望进一步讨论其实践逻辑和现实价值以推广虚拟情境教学方式在小学道德教育课堂中的使用,改善传统的以“讲授法”为主的教学方式,生动德育内容,丰富德育场域,培养学生的自我修养能力,最终提高德育实效性。

The teaching of morality and the rule of law in primary schools has the glorious mission of “establishing morality and educating people”, in the wave of moral education enabled by digital technology, teachers can use digital technology equipment to create highly realistic virtual teaching situations for moral education according to their teaching objectives. In the virtual situation simulated by the equipment, students can not only learn and face the moral conflict in the event, but also initiate moral thinking and further transform moral cognition into moral practice. The paper finds that Dewey’s “learning by doing” theory, constructivism theory and situational cognition theory can provide theoretical support for virtual situation teaching, and the development of information technology and virtual technology can provide relevant technical support. Therefore, it is highly feasible for primary school morality and rule of law course to conduct virtual situation teaching. Based on Piaget’s theory of cognitive stage development and moral stage development, it is concluded that this teaching method is suitable for primary school stage moral education and has high relevance. Therefore, it is hoped to further discuss its practical logic and practical value in order to promote the use of virtual situation teaching method in primary school moral education classroom, improve the traditional teaching method based on “teaching method”, vivid moral education content, enrich the field of moral education, cultivate students’ self-cultivation ability, and finally improve the effectiveness of moral education.