思想政治课问题探究式教学的研究
发布时间：2019-02-23 17:01
【摘要】：随着课程改革的实施,传统的“知识取向”的教学价值观逐渐被“以学生为本”的新型教学理念所取代。思想政治课作为一门中学阶段的基础课程,不仅承担着育人的功能,也是一门启智的学科,即在基本知识学习的基础上,还要关注对学生观察、分析和处理社会问题能力的培养,以提升学生的思维品质。要达到这样的教学目的,教学策略的选择就显得尤为重要了。而思想政治问题探究式教学正是适应当前课程改革的趋势,并利于学生思维品质发展的教学策略之一。在当前思想政治课堂中,“问题探究”的意识愈来愈明显,政治教师能够在教学实践中有设计地培养学生的思维能力,但是在实施过程中仍凸显出一些问题,值得我们去仔细研究和反思。本文以思想政治学科理论、学科教学理论与基本方法为基础,在新课改理念的指导下,结合教学实践经验,研究思想政治课问题探究式教学。文章由五个部分构成。第一部分为前言,对问题探究式教学的研究目的、可行性及研究方法进行阐述；第二部分为文献综述,笔者主要就问题探究式教学内涵、教学策略、评价方式等方面,在搜索国内外相关文献的基础上,对作者的观点进行归纳论述；第三部分是问题探究式教学的概述,包括其内涵、特点、理论基础,并在此基础上进行思想政治问题探究式教学模式的构建。第四部分阐述了问题探究式教学的意义,并对当前思想政治课问题探究式教学存在的问题和原因进行分析；第五部分围绕着如何优化问题探究式教学,提高思想政治课教学有效性,在结合自身教学实践和政治课教学理论的基础上,提出了五点针对性的优化教学策略,包括立足学情,让“问题”从学生中；构建合理、科学的问题链；处理好课堂“收”与“放”的关系；建立适合问题探究式教学的发展性评价模式以及积极构建师生学习共同体。同时,在此基础上笔者设计了课前学习任务单以及学习评价表,使问题探究式优化策略更具有操作性和指导性。
[Abstract]:With the implementation of curriculum reform, the traditional "knowledge orientation" teaching values are gradually replaced by the "student-oriented" new teaching concept. As a basic course in the middle school stage, the ideological and political course is not only a function of educating people, but also an intellectual subject. That is, on the basis of learning basic knowledge, we should also pay attention to the observation of students. Analyze and deal with social problems in order to improve students' thinking quality. To achieve this goal, the choice of teaching strategies is particularly important. The inquiring teaching of ideological and political problems is one of the teaching strategies which adapts to the current trend of curriculum reform and is conducive to the development of students' thinking quality. In the current ideological and political classroom, the consciousness of "problem inquiry" is becoming more and more obvious. Political teachers can train students' thinking ability in teaching practice, but in the process of implementation, there are still some problems. It is worth our careful study and reflection. Based on the theory of ideological and political subject, the theory of subject teaching and the basic method, under the guidance of the new curriculum reform idea and combining with the teaching practice experience, this paper studies the inquiry teaching of ideological and political course. The article consists of five parts. The first part is the preface, the research purpose, feasibility and research method of question inquiry teaching are expounded. The second part is the literature review. The author summarizes the author's views on the connotation, teaching strategy, evaluation methods and other aspects of problem-inquiry teaching, on the basis of searching the relevant literature at home and abroad. The third part is an overview of problem-inquiry teaching, including its connotation, characteristics, theoretical basis, and on the basis of ideological and political inquiry teaching model construction. The fourth part expounds the significance of problem-inquiry teaching, and analyzes the problems and causes of the current ideological and political lesson problem inquiry teaching; The fifth part focuses on how to optimize the problem inquiry teaching and improve the effectiveness of ideological and political teaching. On the basis of its own teaching practice and political teaching theory, the fifth part puts forward five targeted optimization teaching strategies, including based on the situation of learning. Let the "problem" from the students; To construct a reasonable and scientific problem chain, to deal with the relationship between "collection" and "release" in class, to establish a developmental evaluation model suitable for problem-inquiry teaching, and to actively construct a teacher-student learning community. At the same time, on the basis of this, the author designs the study task list and the study evaluation table before class, which makes the optimization strategy of question inquiry more operable and instructive.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2
本文编号：2429036
[Abstract]:With the implementation of curriculum reform, the traditional "knowledge orientation" teaching values are gradually replaced by the "student-oriented" new teaching concept. As a basic course in the middle school stage, the ideological and political course is not only a function of educating people, but also an intellectual subject. That is, on the basis of learning basic knowledge, we should also pay attention to the observation of students. Analyze and deal with social problems in order to improve students' thinking quality. To achieve this goal, the choice of teaching strategies is particularly important. The inquiring teaching of ideological and political problems is one of the teaching strategies which adapts to the current trend of curriculum reform and is conducive to the development of students' thinking quality. In the current ideological and political classroom, the consciousness of "problem inquiry" is becoming more and more obvious. Political teachers can train students' thinking ability in teaching practice, but in the process of implementation, there are still some problems. It is worth our careful study and reflection. Based on the theory of ideological and political subject, the theory of subject teaching and the basic method, under the guidance of the new curriculum reform idea and combining with the teaching practice experience, this paper studies the inquiry teaching of ideological and political course. The article consists of five parts. The first part is the preface, the research purpose, feasibility and research method of question inquiry teaching are expounded. The second part is the literature review. The author summarizes the author's views on the connotation, teaching strategy, evaluation methods and other aspects of problem-inquiry teaching, on the basis of searching the relevant literature at home and abroad. The third part is an overview of problem-inquiry teaching, including its connotation, characteristics, theoretical basis, and on the basis of ideological and political inquiry teaching model construction. The fourth part expounds the significance of problem-inquiry teaching, and analyzes the problems and causes of the current ideological and political lesson problem inquiry teaching; The fifth part focuses on how to optimize the problem inquiry teaching and improve the effectiveness of ideological and political teaching. On the basis of its own teaching practice and political teaching theory, the fifth part puts forward five targeted optimization teaching strategies, including based on the situation of learning. Let the "problem" from the students; To construct a reasonable and scientific problem chain, to deal with the relationship between "collection" and "release" in class, to establish a developmental evaluation model suitable for problem-inquiry teaching, and to actively construct a teacher-student learning community. At the same time, on the basis of this, the author designs the study task list and the study evaluation table before class, which makes the optimization strategy of question inquiry more operable and instructive.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2
【参考文献】
相关硕士学位论文 前1条
1 王红军;高中思想政治课问题教学法运用研究[D];华中师范大学;2008年
，本文编号：2429036
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2429036.html
