中职校德育课分层教学研究

发布时间：2018-02-14 13:21

本文关键词： 中职校德育课分层教学　出处：《上海师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：中职校德育课的分层教学是指在“以人为本，为了每个学生终身发展”的核心理念的指导下，正视中职生个体差异；依据中职生培养目标的不同层次，在德育课上按照学生的知识基础、认知水平、专业特长、心理素质水平等方面，因材施教，分层次制定有针对性的教学目标、教学内容、教学方法和评价标准等；从而达到学生知识、素质、专业素养和个性发展等方面的最优化教学效果；促使每个学生在原有基础上获得最大的上升空间。中等职业教育人才培养目标是让中职学生成为适应社会产业发展要求的高素质的、具备一定综合能力的技能型人才。中等职业学校德育课是学校德育工作的主渠道，德育课的主要任务是对学生进行思想政治教育、道德教育、法制教育、职业生涯和职业理想教育以及心理健康教育，提高学生的思想政治素质、职业道德和法律素质，促进学生全面发展和综合职业能力形成。我们可以看到中职校德育课的教学现状不容乐观，本文以问卷、访谈等方式，对中职校学生和部分中职校德育课教师调研，获得中职校德育课教学的第一手资料，发现部分中职生行为习惯较差，学习能力薄弱，对德育课课堂学习兴趣不高，，德育课教师学科素养能力参差不齐，教育观念陈旧等。为了提高德育课课程教学针对性、实效性和时代感，促进中职生知识学习、能力培养和行为养成相统一。本文在因材施教理论、“最近发展区”理论、教学过程最优化理论和多元智能理论的指导下，奉行“人人有才、人无全才、扬长避短、个个成才”的中职学生人才观，依据中职培养目标的不同层次和专业化方向的不同层次在德育课实施分层教学。本文尝试在德育课的教学目标、教学内容、教学方法和评价方式等方面提出分层教学具体实施策略。希望通过研究，适应中职生生源多样化的需要，促进中职生职业生涯发展，突破德育课“大一统”教学模式，实现德育课教育功能，满足中职生个性品质发展的需要。
[Abstract]:The stratified teaching of moral education in secondary vocational schools refers to facing the individual differences of secondary vocational students under the guidance of the core idea of "people-oriented, for the lifelong development of each student", according to the different levels of training objectives of secondary vocational school students. According to the students' knowledge foundation, cognition level, specialty ability, psychological quality level, etc., teaching according to their aptitude, making the targeted teaching goal, teaching content, teaching method and evaluation standard in the moral education course. In order to achieve the best teaching effect in the aspects of knowledge, quality, professional accomplishment and personality development, each student should obtain the biggest upward space on the basis of the original. The goal of secondary vocational education is to make students of secondary vocational schools become highly qualified talents with certain comprehensive abilities to meet the needs of the development of social industries. Moral education in secondary vocational schools is the main channel of moral education in schools. The main task of moral education is to carry out ideological and political education, moral education, legal education, professional career and professional ideal education and mental health education to improve the students' ideological and political quality, professional ethics and legal quality. To promote the overall development of students and the formation of comprehensive vocational ability. We can see that the current teaching situation of moral education in secondary vocational schools is not optimistic. This paper investigates the students of secondary vocational schools and teachers of moral education in some secondary vocational schools by means of questionnaires and interviews, and obtains first-hand information on the teaching of moral education in secondary vocational schools. It is found that some secondary vocational school students have poor behavior habits, weak learning ability, low interest in moral education class, uneven academic literacy ability of moral education teachers, outdated educational concepts, and so on. In order to improve the pertinence, effectiveness and sense of the times of moral education course, and to promote the unity of knowledge learning, ability cultivation and behavior formation of secondary vocational school students, this paper is based on the theory of teaching according to aptitude, the theory of "proximal development zone", and the theory of "proximal development zone". Under the guidance of the theory of optimization of teaching process and the theory of multiple intelligences, the secondary vocational school students pursue the concept of "everyone has talent, no one has all the talents, takes advantage of the advantages and avoids the weaknesses, and each becomes a talented person". According to the different levels of the secondary vocational education goal and the different level of the specialization direction, this article tries to carry out the stratified teaching in the moral education course, the teaching goal, the teaching content in the moral education course, Teaching methods and evaluation methods are put forward in this paper. It is hoped that through the research, we can adapt to the need of diversified sources of secondary vocational students, promote the career development of secondary vocational students, and break through the "unified" teaching mode of moral education. To realize the educational function of moral education and to meet the needs of the development of personality quality of secondary vocational school students.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G711

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