高中思想政治课程公共参与素养培育研究

发布时间：2018-05-26 01:42

本文选题：高中思想政治课程 + 公共参与　；参考：《安徽师范大学》2017年硕士论文

【摘要】：公共参与素养是公共参与的主体所具备的公共参与的基本知识、价值认知、较稳定的参与品格和表现出的对公共事务的影响能力。高中思想政治课程相对于其他学科课程具有培育公共参与素养的独特优势。高中思想政治课程鲜明的社会性特征有利于引导学生建立起对公共参与的认识,话题内容的生活性、实践性特征有利于为学生提供公共参与的生动范本,关涉领域的综合性特征有利于扩大学生的参与体验的范围,教学过程的开放性特征有利于帮助学生灵活运用所学知识。公共参与知识、公共参与意识、公共参与德行、公共参与能力是思想政治课程培育公共参与素养的基本内容。高中思想政治课程培育公共参与素养应以学生内在参与需要的激发和参与获得的自我效能感作为动力机制,抓住参与体验、参与认知、参与行为三个关键要素。目前高中思想政治课程公共参与素养的培育无论是公共参与知识的认知状况、公共参与意识的形成状况、公共参与德性的养成状况以及公共参与行为的践行状况都存在不足和问题,其主要原因有教师的教学理念滞后、教学内容与社会实际相脱离、课堂教学应试化倾向严重、相关活动课程开展阙如等方面。思想政治课程培育公共参与素养首先要变革学科教学理念以支持公共参与素养的生成,在此基础之上优化学科课程以发挥思想政治课堂教学优势并谋求参与学校治理以构建公共参与的体验场域。同时,加强活动课程与公共领域的互动,实际促成公共参与行动。
[Abstract]:The quality of public participation is the basic knowledge, value cognition, stable character of participation and the ability to influence public affairs of the subject of public participation. The ideological and political curriculum in senior high school has the unique advantage of cultivating the public participation literacy compared with other subjects. The distinctive social characteristics of the high school ideological and political curriculum are conducive to guiding students to establish the understanding of public participation, the life of the topic content, and the practical features are conducive to providing students with a vivid model of public participation. The comprehensive characteristics of the related fields are helpful to expand the scope of students' participation experience, and the open features of the teaching process are helpful to help the students to use the knowledge they have learned flexibly. Public participation knowledge, public participation consciousness, public participation morality and public participation ability are the basic contents of ideological and political curriculum to cultivate public participation literacy. The ideological and political curriculum in senior high school should take the motivation of students' inner participation needs and the sense of self-efficacy acquired by their participation as the motive mechanism, and grasp the three key elements of participation experience, participation cognition and participation behavior. At present, the cultivation of public participation literacy of high school ideological and political curriculum is not only the cognitive status of public participation knowledge, but also the formation of public participation consciousness. There are shortcomings and problems in the cultivation of public participation morality and the practice of public participation behavior. The main reasons are that teachers' teaching concept lags behind, teaching content is divorced from social reality, and classroom teaching tends to be examination-oriented. The development of the relevant activities of the curriculum such as the lack of. To cultivate public participation literacy in ideological and political courses, the first step is to change the discipline teaching concept to support the generation of public participation literacy. On this basis, we should optimize the subject curriculum to give play to the advantages of ideological and political classroom teaching and seek to participate in school governance in order to construct the experience field of public participation. At the same time, strengthen the interaction between the activity curriculum and the public sphere, actually promote the public participation action.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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