高中思想政治课问题教学法的运用研究
发布时间：2018-10-13 18:17
【摘要】：新课程改革旨在大力推进素质教育,培养学生的终生学习能力,激发学生的学习兴趣,养成良好的学习习惯,重视学生的个体差异,提升学生的主动性,全面促进素质培养,因此,转变过往倾倒式的灌输方式,运用问题教学法,充分有效地发挥应有的引导功能,实现新课程改革的培养目标已经成为一个迫切的任务。问题教学法,就是以问题为载体并贯穿整个教学过程,使学生在设问和释问的过程中萌生自主学习的动机和欲望,进而逐渐养成自主学习的习惯,并在实践中不断优化自主学习的方法,提高自主学习能力的一种教学方法。问题教学法的意义在于有利于发挥学生主体性,培养创造性思维形成;有利于形成教学互动,促进教师专业发展;有利于营造课堂民主性,提高课堂教学实效;有利于树立教师观念转变,提高教学评价制度完善。而目前问题教学法的现状主要表现为两方面:一是由于缺乏问题意识,学生满足于由教材和教师提供的现成的标准答案,本应是双向互动,激荡智慧火花的课堂被单一、沉闷所代替;二是虽有问题教学法意识,但是由于缺乏理论的有效指导,在具体操作的过程中,又重复出现提出问题后“包办代替”解答,问题设计“形式化”等误区。本文以高中思想政治课为切入点,指出问题教学法应该遵循双主体原则,构建一种以教师为主导,以学生为主体的角色互动的课堂教学新方式;激励性原则,设计问题鼓励学生不断取得进步,鼓励他们为自己的成功努力,多角度的欣赏学生,多元化的鼓励学生学习,满足学生在学习成长过程中心理需求;目的性原则,解决问题是实施问题教学法的目的,引导学生去发现知识深层次的方法和思路,最后通过概括、归纳、总结,达到解决问题的目的;整合性原则,在教学中应适时地将问题和当前课程中所学知识点、相关概念结合起来,注重与学生当时的学习和生活发生必要的联系,引导学生逐步扩展知识点,建构新的认知结构,帮助学生逐渐形成一个提出解决问题的整体能力。并在此基础中,总结归纳出如下运用策略:单向灌输与双向互动结合、提升教师教学能力、尊重学生发展规律、创设教学问题情境。
[Abstract]:The new curriculum reform aims to promote quality education, cultivate students' lifelong learning ability, stimulate students' interest in learning, develop good study habits, attach importance to students' individual differences, promote students' initiative, and promote all-round quality training. Therefore, it has become an urgent task to change the way of pouring indoctrination in the past, to use problem-teaching method, to give full and effective play to its guiding function and to realize the training goal of the new curriculum reform. Question teaching method is to take the question as the carrier and run through the whole teaching process, so that the students will have the motivation and desire to learn independently in the process of asking and explaining questions, and then gradually develop the habit of autonomous learning. In practice, we constantly optimize the method of autonomous learning and improve the ability of autonomous learning. The significance of problem-teaching method lies in bringing students' subjectivity into full play, cultivating creative thinking, forming teaching interaction, promoting teachers' professional development, creating classroom democracy and improving classroom teaching effectiveness. It is helpful to set up teachers' idea change and improve teaching evaluation system. However, the present situation of problem-teaching method is mainly manifested in two aspects: first, due to the lack of problem consciousness, students are satisfied with the ready-made standard answers provided by textbooks and teachers, which are supposed to be two-way interaction, and the classroom that excites the spark of wisdom is singled out. The second one is that although there is a consciousness of problematic teaching method, however, due to the lack of effective guidance of theory, in the process of concrete operation, there are many misunderstandings such as "organizing instead of solving" and "formalizing" problem design after putting forward questions. Based on the ideological and political course in senior high school, this paper points out that the problem teaching method should follow the principle of dual subject, and construct a new way of classroom teaching, which is teacher-led and student-oriented interaction. Design problems encourage students to make continuous progress, encourage them to work hard for their own success, appreciate students from many angles, encourage students to learn from a variety of ways, and meet the psychological needs of students in the process of learning and growing up. Problem solving is the purpose of implementing problem-teaching method, guiding students to discover deep knowledge methods and ideas, finally, through generalization, induction, summing up, to achieve the purpose of problem-solving; the principle of integration, In the course of teaching, we should combine the problems with the knowledge points learned in the current curriculum, pay attention to the necessary relations with the students' study and life at that time, guide the students to expand the knowledge points and construct a new cognitive structure. Help students develop an overall ability to propose problem solving. On this basis, the following strategies are summed up: unidirectional indoctrination and two-way interaction, improving teachers' teaching ability, respecting the law of students' development, and creating teaching problem situations.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2
本文编号：2269505
[Abstract]:The new curriculum reform aims to promote quality education, cultivate students' lifelong learning ability, stimulate students' interest in learning, develop good study habits, attach importance to students' individual differences, promote students' initiative, and promote all-round quality training. Therefore, it has become an urgent task to change the way of pouring indoctrination in the past, to use problem-teaching method, to give full and effective play to its guiding function and to realize the training goal of the new curriculum reform. Question teaching method is to take the question as the carrier and run through the whole teaching process, so that the students will have the motivation and desire to learn independently in the process of asking and explaining questions, and then gradually develop the habit of autonomous learning. In practice, we constantly optimize the method of autonomous learning and improve the ability of autonomous learning. The significance of problem-teaching method lies in bringing students' subjectivity into full play, cultivating creative thinking, forming teaching interaction, promoting teachers' professional development, creating classroom democracy and improving classroom teaching effectiveness. It is helpful to set up teachers' idea change and improve teaching evaluation system. However, the present situation of problem-teaching method is mainly manifested in two aspects: first, due to the lack of problem consciousness, students are satisfied with the ready-made standard answers provided by textbooks and teachers, which are supposed to be two-way interaction, and the classroom that excites the spark of wisdom is singled out. The second one is that although there is a consciousness of problematic teaching method, however, due to the lack of effective guidance of theory, in the process of concrete operation, there are many misunderstandings such as "organizing instead of solving" and "formalizing" problem design after putting forward questions. Based on the ideological and political course in senior high school, this paper points out that the problem teaching method should follow the principle of dual subject, and construct a new way of classroom teaching, which is teacher-led and student-oriented interaction. Design problems encourage students to make continuous progress, encourage them to work hard for their own success, appreciate students from many angles, encourage students to learn from a variety of ways, and meet the psychological needs of students in the process of learning and growing up. Problem solving is the purpose of implementing problem-teaching method, guiding students to discover deep knowledge methods and ideas, finally, through generalization, induction, summing up, to achieve the purpose of problem-solving; the principle of integration, In the course of teaching, we should combine the problems with the knowledge points learned in the current curriculum, pay attention to the necessary relations with the students' study and life at that time, guide the students to expand the knowledge points and construct a new cognitive structure. Help students develop an overall ability to propose problem solving. On this basis, the following strategies are summed up: unidirectional indoctrination and two-way interaction, improving teachers' teaching ability, respecting the law of students' development, and creating teaching problem situations.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2
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