议题中心教学法在《政治生活》教学中的研究

发布时间：2018-04-26 23:10

本文选题：思想政治课 + 《政治生活》　；参考：《南京师范大学》2017年硕士论文

【摘要】：议题中心教学法近年来在西方及我国台湾地区社会科教育中受到了广泛关注,它被认为是培养公民素养,提升中学生的公共参与的知识、能力及态度,培养学生反省与解决问题的能力,进而能在实际的社会生活中做出明智的决定的有效途径,有利于思想政治课程核心素养的培育。纵观国内思想政治课的相关研究,发现少有研究者对议题中心教学法在思想政治课程中的应用进行系统地研究与探索。因此,本文尝试就这一内容进行初步研究,旨在能引起国内相关教育工作者和研究者的关注与重视,丰富我国公民教育的理论研究,促进活动型思想政治课程教学的发展。本研究以议题中心教学法之结构性争论模式为核心,开展《政治生活》的教学,着力于探讨议题中心教学法融入《政治生活》教学的可行性,并分析其对学生公民素养培育及参与行为的影响。为达到上述目的,研究者以本人实习所在高中高一年级三个常态分布班级共156名学生为研究对象,以议题中心教学法结构性争论模式—— “人民代表大会的职权-'山寨'立法议案”议题进行教学,课程共计九节课,为期一个月。在实践教学完成后,以“议题中心教学模式意见调查表”作为调查工具进行教学效果的测评及分析,并以随机抽样的方式,选取20位学生进行半结构式的访谈,以此深入了解学生对议题中心教学法的学习感受以及对公共议题的批判思考能力与民主参与的能力等方面之改变情形。经由分析统计获得以下结论,兹列举如下,以期对未来后续研究者有所助益:一、议题中心教学法融入《政治生活》教学成效较好。议题中心教学法在对学生学习兴趣、民主参与、科际统整、公民素养、批判性思考的能力上均有正面提升的成效。二、学生学习后,对社会热点问题能有更深的认识与了解,并能激起学生公众参与、理性精神、法治意识、政治认同的实际行动。三、经过教学后,学生在面对社会热点争议性议题时,在分析问题的能力上,思考路径更为多元,绝大部分学生能在教学后写出更多正反双方的意见,提出更多元的解决方案,同时将观念转化为参与实际社会活动的意愿和能力也有所提升。四、学生普遍对“议题中心教学法融入《政治生活》教学”持积极正面的态度,大多数学生表示希望教师在今后能实施类似的教学活动。五、最后,依据研究的结果对未来议题中心教学法的研究提出了相关具体建议,作为日后以议题中心教学法进行《政治生活》教学及后续研究的参考。
[Abstract]:In recent years, the topic centered teaching method has received extensive attention in the western and Taiwan social education. It is considered to be the cultivation of civic literacy, and to enhance the knowledge, ability and attitude of the public participation of middle school students. It is beneficial to cultivate the students' ability to reflect and solve problems, and then to make wise decisions in the actual social life, which is beneficial to the cultivation of ideological and political curriculum core accomplishment. Looking at the relevant research of ideological and political courses in China, it is found that few researchers have systematically studied and explored the application of issue-centered teaching method in ideological and political courses. Therefore, this paper attempts to carry on the preliminary research on this content, in order to arouse the attention and attention of the relevant educators and researchers in China, enrich the theoretical research of the civic education in our country, and promote the development of the active ideological and political course teaching. This study focuses on the structural debate model of the issue-centered teaching method, carries out the teaching of "political life", and focuses on the feasibility of integrating the issue-centered teaching method into the "political life" teaching. And analyzes its influence on the cultivation of students' civic literacy and participation behavior. In order to achieve the above purpose, the researcher took 156 students in the three normal classes of the first year of senior high school as the subjects. The topic of "the people's Congress's functions and powers-the Shanzhai Legislative Bill" is taught in a total of nine sessions for one month. After the completion of practical teaching, the questionnaire of opinion on topic centered teaching mode was used as the investigation tool to evaluate and analyze the teaching effect, and 20 students were selected to conduct semi-structured interviews by random sampling. In this way, we can deeply understand the changes of students' learning experience of issue-centered teaching method, critical thinking ability and democratic participation ability of public issues. Through the analysis of statistics, the following conclusions are listed in this paper, in order to help the future researchers: first, the topic centered teaching method into the "political life" teaching results are better. Topic-centered approach has positive effects on students' interest in learning, democratic participation, integration of subjects, citizenship and critical thinking ability. Second, after studying, students can have a deeper understanding and understanding of the hot social issues, and can arouse students' public participation, rational spirit, awareness of the rule of law, political identity of the actual action. Third, after teaching, students are faced with hot and controversial issues in society, and their thinking paths are more diversified in terms of their ability to analyze problems. Most students can write out more positive and negative opinions after teaching and put forward more multi-element solutions. At the same time, the will and ability to transform ideas into actual social activities has also been improved. Fourthly, the students generally have a positive attitude towards the integration of the topic centered teaching method into "political life" teaching, and most of the students expressed the hope that teachers would implement similar teaching activities in the future. Finally, based on the results of the study, the author puts forward some specific suggestions for the future research on the topic centered teaching method, which can be used as a reference for the future research on the subject centered teaching method in the teaching of political life and its follow-up research.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

【参考文献】