高中思想政治课运用案例教学研究

发布时间：2018-01-13 20:31

本文关键词：高中思想政治课运用案例教学研究　出处：《广西师范大学》2007年硕士论文　论文类型：学位论文

【摘要】： 案例教学在积极推进素质教育,倡导“自主、合作、探究”教学模式的今天,已成为一种科学的、行之有效的教学方法。可以说,它在改变传统教学方法,落实学生主体地位,培养学生多种能力和提高教学实效性等方面具有很高的教学价值。目前在高中思想政治课堂教学中被许多老师所运用。但是在实然的高中思想政治案例教学的课堂上,还存在一些诸如案理分离、教师角色错位、讨论实效性不高,设置问题不够合理等现象,为了完善高中思想政治课案例教学,有必要对实施过程中出现的问题进行分析并提出相应的对策。所以本人认为把高中思想政治课案例教学中存在问题作为研究方向,有着重要的理论价值和实践意义。本研究首先对案例教学的相关概念─—什么是案例?什么是案例教学?案例教学与举例教学的区别等进行了厘定。并对案例教学的理论基础进行了探讨,马克思主义哲学、建构主义理论、教学交往理论和信息加工理论等都为案例教学提供了理论支撑。在明确案例教学相关概念的前提下,本文还从新课改的视角对案例教学进行了审视,分析了高中思想政治课运用案例教学的必然性。本文的重点则放在高中思想政治课运用案例教学的实践上,多数思想政治课教师都在尝试运用案例教学,并取得了预期的效果。但在运用过程中还存在一些问题:在案例教学中教师的角色错位,案例讨论学生启而不发,小组合作中学生“作而未合”,教学过程重预设轻生成,案例选择脱离学生的实际和教学目标等问题,并提出相关几个问题进行分析和讨论,然后寻求解决的对策——转变教师观念,提高教师素质,掌握正确方法,改革评价制度。最后提出一些有待探讨的问题,并对高中思想政治课运用案例教学进行了展望。本文综合运用了文献分析法、行动研究法、案例研究法和访谈研究法等多种研究方法。本人在参与广西区第二届“园丁工程”和2006年桂林市高中思想政治课优质课大赛活动的基础上,结合思想政治课学科特点和自己教学实践的经验,从理论和实践两个层面,探讨了思想政治课实施案例教学存在问题及其对策,以求尽可能提高思想政治课案例教学的实效。有关案例教学在思想政治课中运用的研究成果虽然堪称颇多,但本文与以往的研究角度不同。本研究课题主要定位在思想政治课案例教学中存在的问题上,并搜集最新的材料,用新课改的理念来审视,从而提出更加切实可行的措施。
[Abstract]:Case teaching has become a scientific and effective teaching method in promoting quality education and advocating the teaching mode of "independence, cooperation and inquiry". It can be said that it is changing the traditional teaching methods. To implement the status of students as the main body. Cultivating students' various abilities and improving teaching effectiveness have high teaching value. At present, they are used by many teachers in the high school ideological and political classroom teaching. But in the real high school ideological and political case teaching class. The Don. There are still some phenomena such as separation of case theory, dislocation of teacher's role, low effectiveness of discussion, unreasonable setting problem and so on, in order to perfect the case teaching of high school ideological and political lesson. It is necessary to analyze the problems in the implementation process and put forward the corresponding countermeasures. Therefore, I think that there are problems in the case teaching of high school ideological and political course as the research direction. It has important theoretical value and practical significance. The first part of this study is about the concept of case teaching-- what is a case? What is case study? The difference between case teaching and example teaching is determined, and the theoretical basis of case teaching is discussed, Marxist philosophy and constructivism theory. Teaching communication theory and information processing theory provide theoretical support for case teaching. On the premise of clarifying the related concepts of case teaching, this paper also examines the case teaching from the perspective of new curriculum reform. The author analyzes the inevitability of the application of case teaching in high school ideological and political course. The emphasis of this paper is on the practice of case teaching in high school ideological and political lesson, and most ideological and political teachers are trying to use case teaching. And achieved the expected results. But in the process of application there are still some problems: the role of teachers in the case teaching misplaced, case discussion students start but not send, group cooperation students "do but not cooperate". The teaching process pays more attention to the presupposition and less to the generation, and the case selection is divorced from the students' reality and teaching objectives, and puts forward some related problems for analysis and discussion, and then seeks to solve the countermeasures-to change the teacher's concept. In the end, the author puts forward some problems to be discussed, and looks forward to the application of case teaching in ideological and political classes in senior high school. This article synthetically uses the literature analysis method, the action research method. I participated in the second "gardener project" and the Guilin high school high school ideological and political course competition in 2006 on the basis of a variety of research methods. Combined with the characteristics of ideological and political courses and their own experience in teaching practice, this paper probes into the problems and countermeasures of the implementation of case teaching in ideological and political courses from the two aspects of theory and practice. In order to improve the case teaching of ideological and political courses as effective as possible. Although the application of case teaching in the ideological and political course of the research results can be called a lot, but this article is different from the previous research angle. This research topic is mainly focused on the ideological and political lesson case teaching problems. And collect the latest materials, with the new concept of curriculum reform to examine, so as to put forward more practical measures.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G633.2

【引证文献】