基于建构主义的教学模式在初中思想品德课的应用研究

发布时间：2018-05-26 02:48

本文选题：建构主义 + 教学模式　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：建构主义是心理学研究领域的一场革命,建构主义理论在当今学习心理理论中已逐渐占据支配性地位。我国的新课改理念与《义务教育思想品德课程标准》当中都蕴含着建构主义的理念,并深刻影响着传统教学与教学模式的改革。在思想品德课的教学实践中,传统教学模式日渐式微,但新的教学模式的运用尚未成熟。在此背景下,为使教学研究与教学实践更好地为教学发展和学生发展服务,本研究以建构主义为依托,将基于建构主义的三种较为成熟的教学模式——抛锚式教学、支架式教学和随机进入式教学三种教学模式应用于初中思想品德课教学。本研究主要采用文献研究法、案例研究法和比较研究法进行相关研究。以基于建构主义教学模式的四个要素——情境、协作、会话和意义建构为切入点,分析了初中思想品德课教学在这四方面存在的常见问题,并阐述了基于建构主义的教学模式的这四方面对思想品德课的教学借鉴。本研究重点关注了基于建构主义的这三种教学模式的实施环节,并按照其实施环节以同课异构的方式再现三种教学模式在思想品德课应用的教学过程,然后根据教学过程初步探讨了这三种教学模式在思想品德课应用中需要注意的问题。通过本次研究,将抛锚式教学、支架式教学和随机进入式教学应用于思想品德课同一教学内容中去,能够更好地理解三种教学模式的操作细节和注意事项,对于思想品德课应用此三种教学模式的实践和研究应有一定的助益。
[Abstract]:Constructivism is a revolution in the field of psychology. The idea of new curriculum reform in our country and the course standard of ideological and moral character of compulsory education both contain the idea of constructivism and have a profound influence on the reform of traditional teaching and teaching mode. In the teaching practice of ideological and moral course, the traditional teaching mode is declining day by day, but the application of the new teaching mode is not mature. In this context, in order to make teaching research and teaching practice better serve for the development of teaching and students, this study takes constructivism as the basis, and puts forward three more mature teaching modes based on constructivism-anchored teaching. The three teaching modes of scaffolding teaching and random entry teaching are applied to moral teaching in junior high school. This research mainly adopts the literature research method, the case study method and the comparative research method to carry on the correlation research. Based on the four elements of constructivist teaching mode-situation, cooperation, conversation and meaning construction as the starting point, this paper analyzes the common problems in the teaching of ideological and moral education in junior high school. And elaborated the constructivism-based teaching model of these four aspects of ideological and moral teaching lessons. This study focuses on the implementation of the three teaching models based on constructivism, and reproduces the teaching process of the three teaching models in the ideological and moral course according to the implementation of the three teaching modes in the same heterogeneous way. Then, according to the teaching process, the paper discusses the problems that should be paid attention to in the application of these three teaching modes in the ideological and moral course. Through this research, applying anchor teaching, scaffolding teaching and random entry teaching to the same teaching content of ideological and moral course, we can better understand the operational details and points for attention of the three teaching modes. It should be helpful to the practice and research of the application of these three teaching modes in the course of ideological and moral education.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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