初中思想品德课社会资源开发与利用的优化研究

发布时间：2018-04-21 13:58

本文选题：初中 + 思想品德课　；参考：《扬州大学》2016年硕士论文

【摘要】：初中思想品德课是一门具有很强综合性的课程,同时具有人文性和实践性。但在日常教学中,课本教材却成为学生接触此门课程的主要方式,因此课程教学很容易形成教师教教材、学生学课本的单一枯燥局面,这一局面不易激发学生的学习兴趣和自主学习的能力,也达不到理想的教学效果。随着新课程改革的逐步推进,课程社会资源的开发与利用问题引起了教育界的广泛关注。社会资源的合理开发与有效利用,有利于提高初中思想品德课的教学水平和学生的全面发展,有利于基础教育改革课程目标的实现。在这种背景下,初中思想品德课课程社会资源的开发和利用已逐渐成为一个显性的问题。现阶段初中思想品德课的教学中普遍没有形成明确的思想品德课社会资源观,并且在利用社会资源时缺乏合理利用的意识。不管是学校还是教师对初中思想品德课社会资源的开发利用信心与动力都不足,普遍缺乏系统规划和可持续发展的理念,很大程度上减弱了社会资源利用的效果。本论文着眼于这一现实,立足于学科核心素养,探讨了初中思想品德课社会资源的内涵,提出思想品德课社会资源具有多样性与潜在性、承载性、整体和序列性及实践性的特征,并把其主要归类为地域文化资源、家庭资源、社区资源及现代传媒资源等类型；运用文献研究法和问卷调查法,从初中思想品德课社会资源开发与利用现状开始,分析了初中思品课社会资源开发利用中存在的问题及成因,并在此基础上提出优化思想品德课课程社会资源的开发和利用问题。优化思想品德课课程社会资源开发利用有利于提高课程实施的有效性、有利于激发学生学习的主动性、有利于提高学生的核心素质。而优化思想品德课课程社会资源的开发和利用应当遵循教师为本及学生主体的原则,同时还需坚持提高核心素养能力的原则及可持续性发展的原则,坚持因地制宜、开放性、情境性和多样性的原则,统筹配置不同类型社会资源,适应时代的转换,建立社会资源共享制度,转化社会资源为教育优势资源。当前,应当树立新的课程资源观,建立健全课程社会资源开发与利用的运行机制来发挥课程社会资源的作用,使各种类型的社会资源和初中思想品德课程融为一体,充分挖掘各种类型社会资源的深层次价值,提高利用率,与学校德育特别是初中思想品德课程与学生学习有机地结合在一起,实现其更大的功能与价值。
[Abstract]:The ideological and moral course of junior high school is a highly comprehensive course with humanity and practicality at the same time. However, in daily teaching, textbook teaching materials become the main way for students to contact this course, so it is easy to form teaching materials for teachers. This situation is not easy to stimulate students' interest in learning and autonomous learning ability, and can not achieve the ideal teaching effect. With the development of the new curriculum reform, the development and utilization of curriculum social resources have aroused widespread concern in educational circles. The reasonable development and effective utilization of social resources will help to improve the teaching level of moral and moral course in junior high school and the all-round development of students, and is conducive to the realization of the curriculum goal of basic education reform. In this context, the development and utilization of social resources of ideological and moral courses in junior high school has gradually become a dominant problem. At present, there is no clear concept of social resources in the teaching of ideological and moral education in junior high school, and the consciousness of rational utilization is lacking in the use of social resources. Both schools and teachers have insufficient confidence and motivation in the development and utilization of social resources in junior high school ideological and moral lessons, and generally lack the concept of systematic planning and sustainable development, which to a great extent weakens the effect of the utilization of social resources. This paper focuses on this reality, based on the core accomplishment of the subject, discusses the connotation of social resources of ideological and moral lesson in junior high school, and points out that the social resources of ideological and moral lesson have diversity, potential and bearing capacity. It is classified as regional cultural resources, family resources, community resources and modern media resources. Starting from the current situation of social resources development and utilization in ideological and moral classes in junior high schools, the paper analyzes the problems and causes in the development and utilization of social resources in ideological and moral classes in junior high schools. On this basis, the author puts forward the problem of optimizing the development and utilization of social resources of ideological and moral courses. Optimizing the development and utilization of social resources in ideological and moral courses is conducive to improving the effectiveness of curriculum implementation, stimulating students' initiative in learning and improving students' core quality. In order to optimize the development and utilization of social resources of ideological and moral courses, we should follow the principle of teacher-centered and student-oriented, and at the same time, we should adhere to the principle of improving core literacy and sustainable development, and adhere to local conditions and openness. According to the principle of situational and diversity, different types of social resources should be allocated as a whole, which can adapt to the change of times, set up the system of sharing social resources, and transform social resources into educational resources. At present, we should set up a new concept of curriculum resources, establish and perfect the operational mechanism of developing and utilizing curriculum social resources to give play to the role of curriculum social resources, so that all kinds of social resources and junior high school ideological and moral courses can be integrated into one. Fully excavating the deep-seated value of various kinds of social resources, improving the utilization rate, organically combining with the moral education in school, especially the moral course of junior high school and the students' study, realizes its greater function and value.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

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