情境教学法在高中思想政治课的应用研究

发布时间：2018-07-11 11:26

本文选题：情境教学法 + 高中思想政治课　；参考：《曲阜师范大学》2016年硕士论文

【摘要】：当今国际紧抓人才战略,各国力争于打人才战。人的发展在于教育,教育造就巨人。牛顿曾说过,给我一个杠杆,我能撬起整个世界。我们现在需要的能撑起全中国的巨人。要创造出中国的巨人,需要打好基础这个底,不仅要打好而且要打的越厚越好,夯实、固劳。老子说过:“合抱之木,生于毫末;九层之台,起于垒土;千里之行,始于足下”。可见造就中国巨人的担子就在基础教育上了。基础教育要挑起大任重梁的时刻到了。这个大任重梁就是新课程改革,需要中小学的积极推动,把学生的发展置于核心和根本的地位。因此山东政府积极响应国家政策,着力解决“中小学大班额问题”。情境教学法适应了我国教育改革的需要,作为一种情境式的、开放型的、民主化的、富有创新性的教学方式已被很多研究者和教育者所认可推行。然而,情境教学法的研究却主要集中在幼儿园、小学阶段或者语文学科。基于这样的研究现状,笔者认为需要对情境教学法的研究进行延伸,打破学段、学科局限,丰富完善高中思想政治教学。本文一共四部分,着重理论和应用进行论述。第一部分,情境教学法理论概述。首先对情境教学法的涵义进行界定,阐述其的涵义、特征以及高中思想政治课情境教学法的内涵。其次阐述了情境教学法的理论依据。再次分析了高中思想政治课应用情境教学法的意义和原则。第二部分,高中思想政治课应用情境教学法的策略。此策略包括创设、实施、评价三部分,是对情境教学法在高中思想政治课整体应用的阐述。其中情境教学法的实施策略是这部分的核心,分为四步:一、导入情境,激发情趣;二、融入情境,启发探究;三、理解情境,合作交流;四、巩固情境,总结升华。第三部分,情境教学法在高中思想政治课教学中的实际应用。情境教学法的实际应用是对第二部分的应用策略的具体实践,以高一经济生活的“树立正确的消费观”为例,具体内容以以下四步展开:导入情境,激发情趣——融入情境,启发探究——理解情境,合作交流——巩固情境,总结升华。第四部分,高中思想政治课情境教学法实施的反思。对第三部分情境教学法在高中思想政治课教学中的实际应用进行反思,总结经验,分析存在的问题并提出相关的对策
[Abstract]:Nowadays, with the international strategy of talent, all countries strive to fight the war of talents. Man's development lies in education, which makes giants. Newton once said, give me a lever and I can pry the whole world. What we need now is a giant capable of supporting the whole of China. To create a giant in China, we need to lay the foundation well, not only well, but also as thick as possible. Laozi once said, "the tree of arms, born at the end of the day, the platform of nine floors, rises from the earth, and the long journey begins with a small step." It can be seen that the burden of creating a Chinese giant lies in basic education. The time has come for basic education to take on a heavy burden. This heavy task is the new curriculum reform, which needs the active promotion of primary and secondary schools, and puts the development of students in the core and fundamental position. Therefore, the Shandong government responded positively to the national policy and focused on solving the problem of large class size in primary and secondary schools. As a kind of situational, open, democratic and innovative teaching method, situational teaching method has been accepted and implemented by many researchers and educators. However, the research of situational teaching method mainly focuses on kindergarten, primary school or Chinese subject. Based on this research situation, the author thinks that it is necessary to extend the research of situational teaching method, break the learning section, limit the subject, and enrich and perfect the ideological and political teaching in senior high school. This paper consists of four parts, focusing on theory and application. The first part is an overview of situational teaching theory. Firstly, it defines the meaning of situational teaching method, expounds its meaning, characteristics and connotation of situational teaching method in high school ideological and political course. Secondly, it expounds the theoretical basis of situational teaching method. Thirdly, it analyzes the significance and principle of applying situational teaching method in high school ideological and political course. The second part, the strategy of applying situational teaching method in high school ideological and political course. This strategy consists of three parts: creation, implementation and evaluation. It is the whole application of situational teaching method in high school ideological and political course. The implementation strategy of situational teaching method is the core of this part, which is divided into four steps: first, to introduce the situation, stimulate the interest; second, to integrate the situation, enlighten the inquiry; third, to understand the situation and cooperate with each other; fourth, to consolidate the situation and summarize the sublimation. The third part, the practical application of situational teaching method in high school ideological and political teaching. The practical application of situational teaching method is the concrete practice of the application strategy of the second part. Taking the economic life of Senior one as an example, the concrete content is carried out in the following four steps: introducing the situation, arousing the interest and integrating the situation. Enlighten inquiry-understand the situation, cooperate and communicate-consolidate the situation, summarize and sublimate. The fourth part, the reflection on the implementation of situational teaching method in high school ideological and political course. This paper reflects on the practical application of situational teaching method in high school ideological and political teaching, summarizes the experience, analyzes the existing problems and puts forward some relevant countermeasures.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

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