初中思想品德课趣味性教学应用研究

发布时间：2018-03-24 00:23

本文选题：初中　切入点：思想品德课　出处：《山东师范大学》2015年硕士论文

【摘要】：我国古代伟大的思想家和教育家孔子曾经说过:“知之者不如好之者,好之者不如乐之者”。[1]可见,在我国古代就开始重视学习的兴趣。同时,在今天我国所进行的新课程改革中,其基本理念的含义之一就是通过教师精心设计教学内容、教学过程,使教学过程成为学生的一种愉悦的情绪生活和积极的情感体验,帮助学生树立学习的自信心,同样也重视学习的兴趣。在初中思想品德课教学中要想引起学生的兴趣,就要改变以往“灌输式”的教学方式,在新课程标准的指引下,根据初中学生的身心发展特点,借助他们身边丰富多彩的社会生活,采用多种方式,丰富教学内容,增强教学的趣味性,从而调动起学生学习思想品德课的积极性。因此,如何在初中思想品德课中应用趣味性教学,是我们需要思考和研究的课题。本文从初中思想品德课的教学现状和笔者所在市区的招生制度改革的需要出发,通过文献研究法、访谈法和案例分析法等提出了趣味性教学这一概念,并重点阐述了在教学中应用这一教学方式的意义以及如何在教学中应用这一教学方式。本文除引言外共包括三部分:“初中思想品德课趣味性教学的内涵及应用意义”、“趣味性教学在初中思想品德课中的应用现状及分析”和“趣味性教学在初中思想品德课中的应用策略”。第一部分,初中思想品德课趣味性教学的内涵及应用意义。初中思想品德课趣味性教学是在初中思想品德课的教学过程中,通过各种恰当的方法、手段将所学内容、学习过程趣味化,让学生积极、主动地学习,并在好学、乐学过程中获得情感体验,进行情感唤醒和完成情感升华。趣味性教学具有教育学、心理学与社会心理学基础,在应用时应遵循创新性原则、积极性原则、贴近性原则和适时性原则。初中思想品德课趣味性教学对于学生、教师、思想品德课教学都有促进作用,符合初中生的身心发展特点,有利于调动学生的学习兴趣和有利于培养学生正确的情感、态度、价值观;促进教师不断更新教育观念、促进教师不断增加知识储备和促进教师不断提高教学技艺;有利于形成和谐的师生关系,优化思想品德课教学过程,达成三维目标。第二部分,趣味性教学在初中思想品德课中的应用现状及分析。通过与不同类型的学生、教师的访谈可知,趣味性教学在初中思想品德课中的应用情况不容乐观、趣味性教学在初中思想品德课中的应用效果有待提高和学生对在初中思想品德课中应用趣味性教学充满期望。第三部分,趣味性教学在初中思想品德课中的应用策略。首先,趣味性教学在初中思想品德课中应用时应满足以下要求:教学过程要具有趣味性;更加突出学生的主体地位;教师的调控能力要强。其次,在具体操作策略方面,应以“生活”为依托,增强教学的趣味性;采用多样的教学手段和活动,增强教学的趣味性;运用生动、幽默的语言,增强教学的趣味性。最后,呈现应用趣味性教学的两个案例“家,温馨的港湾”和“做个聪明的消费者”。
[Abstract]:The great ancient Chinese thinker and educator Confucius once said: "those who know better than the good, better than music".[1] visible in ancient China began to pay attention to the learning interest. At the same time, in today of China's new curriculum reform, the basic idea is one of meaning the teachers carefully design the teaching content, teaching process, the teaching process has become a cheerful student's emotional life and positive emotional experience, help students to establish self-confidence of learning, also pay attention to the learning interest in learning. In order to arouse the interest of students to teach junior high ideological and moral lesson, it is necessary to change the past "cramming" teaching methods in the new curriculum under the guidance of the standard, according to the characteristics of physical and mental development of junior high school students, with the help of them rich and colorful social life, using a variety of ways, enrich the teaching contents, enhancing teaching interest Thus, mobilize the enthusiasm of students in Ideological and moral education. Therefore, how to apply the interesting teaching in moral lessons in junior high school, we need to think about and study. This paper from the ideological and moral teaching situation and the reform of the enrollment system of the city, through the literature research method, interview method and the case analysis method and put forward the concept of interesting teaching, and expounds the application of the teaching method of the significance in teaching and how to apply this teaching method in teaching. This article includes three parts besides the preface: "the connotation and significance of" moral lessons in junior high school "interesting teaching, application and the analysis of" interesting teaching in moral lessons in junior high school and "interesting teaching in moral lessons in junior high school and the application of the strategy". The first part, the interest of moral course in junior high school The connotation and application significance of teaching. Moral lesson in the junior middle school teaching is interesting in Ideological and moral teaching process, through proper means, learning content, learning interest, let students actively, actively learning, and be good at learning, get emotional experience in the process of learning. Emotional arousal and emotion sublimation. With education interest teaching, psychology and social psychology, the application should follow the principle of innovation, active principle, close to the principle and timeliness principle. Ideological and moral class interest teaching for students, teachers in junior middle school, the ideological and moral teaching can promote, with physical and mental the development of the characteristics of middle school students can arouse students' interest in learning and help students correct emotion, attitude and values; promote teachers to update the concept of education, promote teachers to increase knowledge General reserve and promote teachers to improve teaching skills; to create a harmonious relationship between teachers and students, to optimize the process of Ideological and moral teaching, a three-dimensional target. In the second part, the application status and analysis of interesting teaching in moral lessons in junior high school. With the different types of students, teacher interviews show that the application of interest in teaching the moral lesson in junior middle school is not optimistic, the application effect of interesting teaching in moral lessons in junior high school students should be improved and full of hope for the application of interest teaching in moral lessons in junior high school. The third part, the application strategy of interesting teaching in moral lessons in junior high school. First, interesting teaching in the junior middle school thought should meet the following requirements the application of moral education: the teaching process to have fun; more to highlight the dominant position of students; teachers' regulation capacity. Secondly, in the specific operation As a strategy, should be based on the "life" as the basis, enhance the interest of teaching; using various teaching methods and activities, enhance the interest of teaching; vivid, humorous language, enhance the interest of teaching. Finally, present application of interesting teaching two case ", warm harbor" and "be smart the consumers".

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2

【共引文献】