思想政治课批判性思维培养研究

发布时间：2018-06-15 11:58

本文选题：思想政治课 + 批判性思维　；参考：《河北师范大学》2017年硕士论文

【摘要】：2016年9月13日《中国学生发展核心素养》研究成果发布会在北京举行,会上深化系统了核心素养的相关理念,指出核心素养是一个多方面要求的综合体,关注学生发展的过程,体现了全人教育的理念,使新课程改革拉开了新的篇章。会上将人文底蕴、科学精神、学会学习、健康生活、负责担当、实践创新等六大核心素养细化为批判质疑、理性精神、勇于探究等18个要点。而核心素养中提出的批判质疑精神重点为要有问题意识,要善于独立思考发现问题,能够多角度辩证地分析问题,思维具有严密性。思想政治学科的核心素养也明确提出了培养学生的四种核心素养,分别为政治认同、法治意识、公共参与和理性精神,其中理性精神的培养更强调学生要有思维和思想。同时,全球化、市场化、信息化的社会使信息传递更加开放化,对于信息的选择和甄别提出了更高的要求。“而批判性思维是一种善于发现问题、辩证求异、合理论证的批判思维的过程和能力。”[1]当前的思想政治教学中,对批判性思维的培养的重视程度还有待提高,对于培养的方法还需细化。在这多重背景下,旨在高中政治课堂的教学中培养学生的批判性思维,将智育与能力教育相结合,培养学生批判性辩证思维,有利于学生面对纷繁复杂的信息进行分析判断以达到对事物的正确认识,从而能够适应未来社会发展,同时提高自身的综合素质。本文从批判性思维的相关概念和理论研究入手,通过理论支撑和时代要求论证了思想政治教学中培养批判性思维的必要性,结合教学案例提出了具体在思想政治教学中培养学生批判性思维的一些方法。本文具体共分为三个部分,内容如下:第一部分是对批判性思维相关理论的概述,其中包括批判性思维的相关概念和理论支撑的阐述。通过对批判、批判性思维的定义总结概述,延伸出批判性思维质疑性、主体性和全面性的三个特征,从而更加全面了解这一概念。从批判性思维的理论基础中选取与教学有密切联系的三大认知理论即建构主义理论、认知学习理论和马克思主义批判理论,为教学策略的阐述提供理论支撑。第二部分论述了思想政治教学中培养批判性思维的同一性和重要性。首先从思想政治课的学科特征、学生认知水平和新课改的发展趋势三个方面论证了思想政治课教学与培养学生的批判性思维的同一性问题,接下来从学生发展、教师专业提升和教学效果三个层面说明在思想政治课教学中培养学生批判性思维的重要性,指出对学生、教师和教学发展的重要意义。第三部分为论文的主体部分,主要研究思想政治课教学中培养学生批判性思维的途径,从教学提问的方式、教学方法的完善和教学设计的优化三个角度并结合具体的教学案例进行论述。最后对教学进行反思,从教学前对教学内容的筛选、教学中对教学流程的适度把握和教学后对教学效果的反馈三个角度对批判性思维培养的教学效果进行反思和巩固。本文契合时代和改革的发展,通过文献研究、观察分析将思想政治教学中批判性思维的培养与具体的教学案例相结合,更加侧重这种教学培养的实践性,旨在为教师提供一定的借鉴作用。
[Abstract]:In September 13, 2016, the conference on the development of the core literacy of Chinese students was held in Beijing. At the meeting, the concept of core literacy was deepened. The core literacy was a complex of various requirements. The process of the development of the students was concerned, the concept of the whole education was embodied, and the new curriculum reform was opened. The six core qualities, such as the humanities, the scientific spirit, the learning of learning, the healthy life, the responsibility for the responsibility and the practice of innovation, are refined into 18 key points, such as critical questioning, rational spirit, and the courage to explore. The core literacy of the ideological and political discipline has also put forward four core qualities of students, namely political identity, rule of law consciousness, public participation and rational spirit. The cultivation of rational spirit emphasizes the students' thinking and thought. In the same time, the society of globalization, market and information makes information transmission. More open delivery has put forward higher requirements for the selection and screening of information. "Critical thinking is a process and ability to be a critical thinking that is good at finding problems, dialectical seeking differences and reasonable argument." in the current ideological and political teaching of [1], the importance of critical thinking still needs to be improved and the training method is needed. In this multiple background, it is aimed at cultivating students' critical thinking in the teaching of political class in high school, combining intellectual education with ability education, cultivating students' critical and dialectical thinking, helping students to analyze and judge the complex information in order to achieve the correct understanding of the things, so that they can adapt to the future social development. This paper, starting with the related concepts and theories of critical thinking, demonstrates the necessity of cultivating critical thinking in Ideological and political teaching through theoretical support and the requirements of the times, and puts forward some methods to train students' critical thinking in Ideological and political teaching. The article is divided into three parts: the first part is as follows: the first part is an overview of critical thinking theory, including the related concepts and theoretical support of critical thinking. Through the summary of the definition of critical thinking, critical thinking, the three characteristics of critical thinking, subjectivity and comprehensiveness, and thus more, more. With a comprehensive understanding of this concept, three cognitive theories, which are closely related to teaching, are selected from the theoretical basis of critical thinking, namely, constructivism theory, cognitive learning theory and Marx's critical theory, which provide theoretical support for the exposition of teaching strategies. The second part discusses the similarities and differences in the cultivation of critical thinking in Ideological and political teaching. First, from the three aspects of the subject characteristics of the ideological and political course, the students' cognitive level and the development trend of the new curriculum reform, this paper demonstrates the identity problem of the critical thinking in the teaching of Ideological and political courses and the cultivation of students' critical thinking, and then explains the teaching of Ideological and political lessons from the three aspects of students' development, teacher professional promotion and teaching effect. The importance of cultivating students' critical thinking, points out the importance of students, teachers and teaching development. The third part is the main part of the paper. It mainly studies the ways of cultivating students' critical thinking in the teaching of Ideological and political courses, and combines the ways of teaching questions, the improvement of teaching methods and the optimization of teaching design in three aspects. In the end, we reflect and consolidate the teaching effect from three angles: the screening of the teaching content before teaching, the proper grasp of the teaching process in the teaching and the feedback of the teaching effect after the teaching. Through the observation and analysis, the cultivation of critical thinking in the ideological and political teaching and the specific teaching cases are combined, and the practicality of this kind of teaching is more focused on, which aims at providing some reference for teachers.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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