高中思想政治课探究式教学中的问题设计研究

发布时间：2018-06-20 19:25

本文选题：高中思想政治课 + 探究式教学　；参考：《山东师范大学》2016年硕士论文

【摘要】：探究式教学法作为一种激发学生兴趣、活跃课堂气氛的良好方法,近年来受到了广大学者、教师的青睐,对其进行研究、运用逐渐增多。“问题”作为探究式教学的核心,应该受到更多重视。但是由于高中思想政治课教师的问题设计意识不强、进行问题设计前准备不充分及其设计问题的能力不足等原因,造成了高中思想政治课探究式教学中的问题设计在现实中存在诸如设计随意、来源狭窄、形式单一、缺乏针对性和层次性、缺乏开放性、囿于教材等问题,需要教师采取相应对策加以解决,以期使高中思想政治课探究式教学取得良好收效。全文共分为四部分展开:第一部分,高中思想政治课探究式教学中“问题”的内涵及设计要求。日常生活中“问题”无处不在,而高中思想政治课探究式教学中的“问题”既有问题的一般意义,也有自身独特的教学意义以及作用,同时高中思想政治课探究式教学中“问题”也有一定的要求,需要我们具体把握。第二部分,目前高中思想政治课探究式教学“问题”设计中存在的问题及原因分析。借助实习期间的学生卷和教师卷的问卷调查,深入分析目前高中思想政治课探究式教学“问题设计”存在的问题,主要从问题设计存在随意性、缺乏针对性和层次性、问题形式单一、来源狭窄以及囿于教材几方面具体展开,之后挖掘其背后的原因,主要是教师问题设计意识不强、准备不充分以及自身设计问题的能力不足。第三部分,优化高中思想政治课探究式教学问题设计的具体策略。该部分针对问题设计的问题及其原因作出具体的策略设计,具有很强的针对性。主要从转变教师的教育理念、增强教师问题设计能力、丰富探究问题种类、拓宽问题来源渠道以及遵循问题设计的开放性原则五方面具体展开。第四部分,高中思想政治课探究式教学问题设计案例。该部分给出具体教学设计案例——《企业的经营》,是对前文高中思想政治课探究式教学问题设计分析成果的具体运用,是针对问题设计存在问题的具体策略体现,具有很强的实践性和指向性。
[Abstract]:As a good method to stimulate students' interest and active classroom atmosphere, inquiry teaching method has been favored by many scholars and teachers in recent years. It has been studied and used gradually. "Problems" as the core of inquiry teaching should be paid more attention. But because of the problem design consciousness of the teachers in high school ideological and political course, The problem design in the inquiry teaching of the ideological and political course of high school, such as random design, narrow source, single form, lack of pertinence and hierarchy, lack of openness, limited to teaching materials and so on, needs teachers to take appropriate measures in the inquiry teaching of Ideological and political course in high school. The countermeasures are solved in order to make the inquiry teaching of the high school ideological and political course get a good effect. The full text is divided into four parts: the first part, the connotation and design requirements of "problems" in the inquiry teaching of Ideological and political course in high school. "Not only has the general meaning of the problem, but also has its own unique teaching meaning and function, at the same time, the" problem "in the inquiry teaching of the high school ideological and political course also has certain requirements, which needs us to grasp. In the second part, the problems and reasons of the" problem "design in the inquiry teaching of Ideological and political course in high school are analyzed. The questionnaire survey of student volume and teacher volume during the period of the study, in-depth analysis of the existing problems of "problem design" in the inquiry teaching of Ideological and political courses in high school, mainly from the random, lack of pertinence and hierarchy, the single form of the problem, the narrow source and confined to the teaching materials, and then excavate it. The main reason is that the teacher's problem design consciousness is not strong, the preparation is not enough and the ability of the design problem is insufficient. The third part, optimize the concrete strategy of the inquiry teaching problem design of the high school ideological and political course. This part has made the concrete strategy design for the problem and the reason of the problem design. Change teachers' educational concept, enhance teacher problem design ability, enrich the inquiry problem type, widen the source channel of the problem and follow the open principle of the problem design five aspects. The fourth part, the design case of inquiry teaching in the high school ideological and political course. This part gives the concrete teaching design case, the business management. Is to design, analyze the application results of the inquiry teaching of high school ideological and political course above, is specific to the problems reflected the design strategy, and has very strong practicability and directivity.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

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