思想政治课“问题—探究”教学模式的研究与实践

发布时间：2018-01-08 18:33

  本文关键词：思想政治课“问题—探究”教学模式的研究与实践　出处：《东北师范大学》2005年硕士论文　论文类型：学位论文

  更多相关文章： 思想政治课 问题探究 教学模式

【摘要】： 21世纪社会信息化和知识经济对教育提出了前所未有的变革要求。联合国教科文组织在《教育——财富蕴藏其中》的研究报告中指出,教育应当为人的一生幸福做好准备,未来教育的四大支柱是通过教育使学生学会认识、学会做事、学会生活、学会生存。终身教育的理念不是要求教育为学生提供更多的知识,而是让学习者更多地掌握学习的方法与途径,真正使他们渐入“会学”境界,学会学习。 长期以来,我们的教育教学中存在学生创新精神不足,实践能力较差、学习方式单一被动以及情感体验消极等问题已越来越与时代的发展不相协调。如何改进传统教学,提高教育教学质量,使教育所培养的人才符合知识经济社会的要求,是我们当今每一位基础教育工作者所必须面对、必须研究的重要课题。 二十世纪80年代以来,“问题解决”教学模式已在国外教育中占有重要地位,其主要宗旨在于充分发挥学生的个性,引导学生获得解决问题的各种思想和方法,培养学生的创造力,推动学生知识和能力水平的提高。以此为指导,吸收当今建构主义的教育思想,借鉴研究性学习的方式方法,一种富有活力的教学模式出现在当今课堂教学改革中,这就是“问题一探究”教学模式。该模式是以问题为纽带,使学生在提出问题、分析问题、解决问题的探究过程中,通过高水平思维来学习,基于问题解决来建构知识、发展智力、提高能力。目前,国内对“问题-探究”教学模式的研究情况是理论研究较多,教学实践研究较少。因此,在当今教育改革的浪潮中,系统地从理论到实践去研究“问题一探究”教学模式是十分必要的。 本文采用文献分析、教学实验、问卷调查、访谈等研究方法,对高中思想政治教学中的“问题一探究”教学模式进行了系统的研究。论文共分六大部分,第一部分,主要是探讨思想政治课“问题一探究”教学模式实施的理论依据和现实意义。第二部分是界定思想政治课“问题一探究”教学模式的内涵,以及分析思想政治课“问题一探究”教学模式的特点。第三部分主要介绍在思想政治课教学中如何实施“问题一探究”教学模式及具体的操作程序。第四部分探讨思想政治课“问题一探究”教学模式在实施中应遵循的原则。包括“问题情境”阶段和“主动探究”阶段教师应遵循的原则。第五部分是思想政治课“问题一探究”教学模式的教学实践及效果分析。这部分内容在理论研究的基础上,进行了为期一年的对比教学实验,对应用“问题一探究”教学模式的实验效果进行了调查及统计分析,并得出了较为可靠的结论,即:采用“问题-探究”教学模式能有效提高学生分析问题和解决问题的能力以及自主学习能力和创新能力。第六部分着重分析实施思想政治课“问题一探究”教学模式实施的反思,通过反思,更好地完善“问题-探究”教学模式在教学中的应用。 本文关于“问题-探究”教学模式的研究,对如何改进传统教学方式、有效提高课堂教学效率、提高教育教学质量等问题,应具有一定的参考价值。
[Abstract]:In twenty-first Century, the information society and knowledge economy requires the transformation of the hitherto unknown education. UNESCO "Education -- which contains fortune" research report pointed out that education should be for people's happiness to prepare the four pillars of education in the future through education so that students learn to know, learn to do, learn to live. Learn to live. The concept of lifelong education education is not required to provide students with more knowledge, but let learners grasp more ways and methods of learning, to make them really getting into the "learn" realm, learn how to learn.
For a long time, the students lack the spirit of innovation exist in our education and teaching, practice ability, problem of single and passive method of study and negative emotional experience has become increasingly with the development of the times is not coordinated. How to improve the traditional teaching, improve teaching quality, the education talents meet the demand of the knowledge economy society, is today we must face every basic education, an important topic to be studied.
Since 80s twentieth Century, the "problem solving" teaching mode has played an important role in education in foreign countries, the main purpose is to give full play to the personality of the students, guide the student to obtain a variety of ideas and methods to solve problems, to cultivate students' creativity, promote the students' knowledge and ability. As a guide, the absorption of constructivist education ideas, study approaches, a lively teaching model in the classroom teaching reform, this is the "problem inquiry" teaching mode. This mode is the problem as a link, to enable students to analyze problems in question, inquiry, problem solving process, learning through a high level on the basis of problem solving thinking, construct knowledge, develop intelligence, improve ability. At present, the "problem inquiry" teaching model research is more theoretical research There is little research on teaching practice. Therefore, in the wave of educational reform, it is very necessary to systematically explore the teaching mode of "problem inquiry" from theory to practice.
This paper uses the literature analysis, teaching experiment, questionnaire survey, interviews and other research methods, on the high school ideological and political teaching in the "problem inquiry" teaching mode were studied systematically. The thesis is divided into six parts, the first part mainly discusses the theoretical basis of Ideological and political course "problem inquiry" teaching mode and practical implementation meaning. The second part is the connotation of the ideological and political course "problem inquiry" teaching model, and analysis the characteristics of Ideological and political course "problem inquiry" teaching mode. The third part mainly introduces how to implement the "problem inquiry" teaching model and specific operating procedures in the ideological and political education. The fourth part discusses ideological and political class "problem inquiry" teaching mode should follow in the implementation of the principle. Including the "problem situation" stage and "active exploration" stage teachers should follow the original . the fifth part is the teaching practice and effect analysis of the ideological and political course "problem inquiry" teaching mode. The contents of this part on the basis of theoretical research, compared the one-year teaching experiment, the experimental results on the application of "problem inquiry" teaching mode of investigation and statistical analysis, and draw a reliable conclusion, namely: the "problem inquiry" teaching model can effectively improve the students' ability to analyze and solve problems and the ability of self-study and innovation. The sixth part focuses on the analysis of the implementation of the ideological and political course "problem inquiry" teaching mode of implementation of reflection, through reflection, to better improve the application of "problem - inquiry" teaching mode in the teaching.
The research on "problem inquiry" teaching mode has certain reference value for improving traditional teaching methods, improving classroom teaching efficiency and improving teaching quality.

【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G633.2

【引证文献】

中国硕士学位论文全文数据库 前2条

1 娜仁花;思想品德课研究性教学探究[D];东北师范大学;2010年

2 朱帅帅;高中思想政治课研究性教学探索[D];山东师范大学;2013年

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本文编号：1398243