初中思想品德课中的生本课堂建构问题及对策研究
发布时间:2018-06-07 15:05
本文选题:生本教育 + 生本课堂 ; 参考:《华中师范大学》2016年硕士论文
【摘要】:新课改已经实施很多年了,并且还在不断深入,但是新课改的思想还没有完全落实到教学中去,初中思想品德课中传统的师本教育思想惯性依然很大,并将长期影响教师的教学活动。面对新课改背景下初中思想品德课课堂教学存在的问题,很多学校开始探索新的教学模式,强调把课堂还给学生,然而在新的教学模式实施过程中出现了过分注重课堂形式和走过场现象,甚至坚持一段时间又回到原来的老路上。究其原因,教师在教学活动中并没有真正做到以学生为本,教师的观念没有得到根本的转变。因此,必须在初中思想品德教学中树立生本教育理念,积极构建初中思想品德课生本课堂,使学生真正的成为课堂主人,促进学生的全面发展。本篇论文分三个部分对初中思想品德课生本课堂的构建进行论述。第一部分是对初中思想品德生本课堂的基本概述。首先界定基本概念,通过对比师本教育阐明生本教育理念的内涵,进而对思想品德课生本课堂的内涵进行概括。其次提出构建初中思想品德课生本课堂的意义,指出生本课堂对培养符合时代要求的中学生;增强思想品德课德育时效性;促进思品教师专业发展都发挥着积极的作用。第二部分指出初中思想品德生本课堂构建中遇到的问题及其原因。遇到的问题包括生本小组活动开展不利效果不佳;生本课外实践活动难以开展;生本教师课堂教学面临许多新的挑战;生本评价进行不顺功效不足。产生这些问题的原因有:生本小组合作机制不健全;生本课外实践活动未获得足够的重视;生本教师专业发展落后和生本评价机制不完善。第三部分提出构建初中思想品德课生本课堂的具体策略,为有效开展生本教学提供可行性建议。首先,通过完善生本小组组建机制与活动机制来完善生本小组合作机制,保障生本课堂小组活动的有序开展。其次,通过为生本课外实践活动创造主观与客观条件推动生本课外实践活动的展开。再次,培养符合思想品德生本课堂要求的生本教师,提高教师驾驭生本课堂的能力。最后,完善生本课堂的小组评价机制和德育评价机制,并提高各主体评价能力和积极性,保证生本课堂的良性运转。
[Abstract]:The new curriculum reform has been implemented for many years, and it is still deepening. However, the idea of the new curriculum reform has not been fully implemented in the teaching process. And will affect the teaching activities of teachers for a long time. In the face of the problems existing in the ideological and moral class teaching in junior high school under the background of the new curriculum reform, many schools have begun to explore a new teaching model, emphasizing returning the classroom to the students. However, in the course of the implementation of the new teaching model, the phenomenon of paying too much attention to the classroom form and the practice has appeared, and even persisted for a period of time and returned to the old way. The reason is that teachers do not really do student-based in their teaching activities, and teachers' concepts have not been fundamentally changed. Therefore, it is necessary to set up the concept of student-oriented education in junior high school ideological and moral teaching, actively construct the student-oriented classroom of junior high school ideological and moral education, so that the students can truly become the masters of the classroom and promote the all-round development of the students. This thesis is divided into three parts to discuss the construction of this class. The first part is the basic overview of the middle school ideological and moral students. Firstly, the basic concept is defined, and the connotation of student-oriented education is clarified by comparing teacher-oriented education, and then the connotation of student-oriented class of ideological and moral education is summarized. Secondly, it puts forward the significance of constructing the junior middle school students' moral education classroom, pointing out that the student-oriented classroom plays an active role in cultivating middle school students who meet the requirements of the times, enhancing the timeliness of moral education in ideological and moral education, and promoting the professional development of ideological and moral teachers. The second part points out the problems and their causes in the construction of ideological and moral students in junior middle school. The problems encountered include the unfavorable effect of the student-oriented group activities, the difficulty of the student-oriented extracurricular practical activities, the many new challenges faced by the student-oriented teachers in classroom teaching, and the insufficiency of the effectiveness of the student-oriented evaluation. The reasons for these problems are as follows: the cooperation mechanism of the student-oriented group is not perfect; the extra-curricular practical activities of the students are not paid enough attention; the professional development of the student-oriented teachers is backward and the evaluation mechanism of the student-oriented is not perfect. In the third part, the author puts forward the concrete strategies of constructing the student-oriented classroom in the ideological and moral course of junior high school, and provides feasible suggestions for the effective development of student-oriented teaching. Firstly, the cooperative mechanism of student-oriented group is improved to ensure the orderly development of student-oriented group activities by perfecting the formation mechanism and activity mechanism of student-oriented group. Secondly, subjective and objective conditions are created to promote the development of extracurricular activities. Thirdly, cultivate the students-based teachers in accordance with the requirements of ideological and moral education, and improve the ability of teachers to master the students-based classroom. Finally, improve the evaluation mechanism of group and moral education in student-oriented classroom, and improve the evaluation ability and enthusiasm of all subjects to ensure the benign operation of student-oriented classroom.
【学位授予单位】:华中师范大学
【学位级别】:硕士
【学位授予年份】:2016
【分类号】:G633.2
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相关期刊论文 前2条
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