高中思想政治课堂生成性资源有效利用的策略研究

发布时间：2018-01-08 17:32

本文关键词：高中思想政治课堂生成性资源有效利用的策略研究　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着新一轮基础教育改革的进一步推进和教学模式的变化,课堂教学发生了很大变化,教学过程中师生互动越来越多,学生的主体地位进一步得到尊重,在此过程中也生成了很多新的教学资源。对其进行有效利用,不但有助于教师素质的提升和学生个性的发展,而且有助于思想政治课堂教学效率的提升。结合思想政治学科的特性,发现课堂生成性资源具有情境性、超越性、德智共生性、差异性、思想性和开放性等特点,其存在形式也是多样的,从课堂生成性资源的引发因素的角度来说,思想政治课堂生成性资源主要有由“教师引导”引出的生成性资源、由“学生问答”引申出的生成性资源和由“课堂突发事件”产生的生成性资源等多种存在形式。思想政治课堂生成性资源的有效利用,将会对思想政治教学三维目标的实现、学生参与课堂的积极性、教师的授课热情以及和谐师生关系的建立和保持等方面产生积极影响。但在实践过程中,由于生成性资源自身稍纵即逝的特性、教师对其认识不够深刻、预设过于封闭及对其引导不当等原因导致其流失,使得思想政治课堂教学效率下降。课堂生成性资源的流失问题主要表现为教师对课堂生成性资源的“视而不见”、简单压制和一味赞赏、不促生成。课堂生成性资源的流失问题是影响思想政治课堂教学效率提高的一个重要问题,这一问题的改善和解决要遵循一定的原则并采取相应的措施。课堂生成性资源的有效利用,需要遵循“三维”目标导向、主体性、开放性与方向性相统一、思想性与时效性相结合等原则,并采取具体方法在教学过程中加以利用。对其有效利用的具体方法包括：理性看待课堂生成性资源,科学预设以寻找预设与生成的平衡点,调动学生参与课堂的热情,发挥教师的教学机智,创设宽松、自然、和谐的课堂氛围以及建立平等、合作、和谐的师生关系。
[Abstract]:With the further promotion of the new round of basic education reform and the change of teaching mode, great changes have taken place in classroom teaching. In the teaching process, more and more teachers and students interact with each other, and the main position of students is further respected. In this process, a lot of new teaching resources have been generated. The effective use of them is not only conducive to the improvement of teachers' quality and the development of students' personality. And help to improve the efficiency of ideological and political classroom teaching. Combined with the characteristics of ideological and political disciplines, we find that classroom generative resources have situational, transcendent, moral and intellectual symbiosis, difference. Ideological and open characteristics, its forms of existence are also diverse, from the perspective of classroom generative resources trigger factors. The generative resources of ideological and political classroom are mainly derived from "teacher-led". The effective use of generative resources in ideological and political classrooms, such as generative resources derived from "students' questions and answers" and generative resources generated by "classroom emergencies". It will have a positive impact on the realization of the three-dimensional goal of ideological and political teaching, the enthusiasm of students to participate in the classroom, the enthusiasm of teachers in teaching, and the establishment and maintenance of harmonious teacher-student relationship. Due to the fleeting characteristics of generative resources, teachers do not have a deep understanding of them, the presupposition is too close and the guidance to them is improper, and other reasons lead to its loss. It makes the efficiency of ideological and political classroom teaching decline. The problem of the loss of classroom generative resources is mainly manifested in teachers'"blind eye" to classroom generative resources, simple suppression and blindly appreciation. The loss of generative resources is an important problem that affects the efficiency of ideological and political classroom teaching. The improvement and solution of this problem should follow certain principles and take corresponding measures. The effective use of classroom generative resources needs to follow the "three dimensional" goal orientation, subjectivity, openness and directionality. Ideology and timeliness are combined, and concrete methods are adopted to make use of them in the teaching process. The specific methods to effectively utilize them include: to treat the classroom productive resources rationally. Scientific presupposition aims at finding a balance between presupposition and generation, arousing students' enthusiasm to participate in the classroom, giving play to teachers' teaching wit, creating a relaxed, natural and harmonious classroom atmosphere, and establishing equality and cooperation. Harmonious teacher-student relationship.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

【参考文献】