初中思想品德课教学中的公民教育研究

发布时间：2018-08-18 17:56

【摘要】：伴随着市场体制改革和经济改革的渐次深入,人民群众的物质生活也得到了极大的满足。解决了温饱问题之后的国人对于精神上的需求也随着社会的发展进步发生着诸多变化。这不仅在我国国民的生活领域得到了印证,同时也在我国的教育领域有所体现。中学时期作为当下的初中学生由懵懂走向青春、走向成熟的关键节点,承担着建立学生们正确的世界观、价值观、人生观的重任。伴随着社会上频繁出现的中学生道德问题,我国的教育该如何适应当前社会道德发展要求并建立与之相匹配的道德价值体系,已经成为横亘在当下教学人员面前一道亟需跨越的核心问题。而公民教育作为思想道德教育教学过程中的重要组成部分,其与思想道德教育、品质教育等其它的相关教育的内在要求是一样的,尤其是在初中教学中,如何养成正确的公民习惯,形成与之相对应的权利、责任观念,进而培养出具有正确公民意识的初中毕业生,已关乎到当下道德建设的成败。因此怎样开展中学生的公民意识的培养、公民知识的教育,如今已经成为我国当下教育界研究的一项非常热门的课题。本文以公民教育的基本内涵为切入点,首先对于初中思想品德课公民教育的相关概念进行了界定,对于中学公民教育、初中思品课及其特点进行了简要阐释。初步厘清了公民教育与思想品德课公民教育之间界限模糊的问题。第二部分,对于人教版思想品德教材中关于公民教育的课程内容,进行了较为详实的介绍和分析。进一步明确了初中思想品德教学中公民教育所要承担的任务和使命。第三部分,对于当下中学思想品德课教学中公民教育的现实情况进行调研,分析现状而后归因,使我们对于当下初中阶段公民教育有一个更深入的了解。目前初中思品课教学中的公民教育主要存在的问题在于:初中生对公民知识学习、理解不到位;教育主体机构方面对公民教育教学落实不到位;教师教学方式和教学方法比较单一;实践性教学开展较少;公民教育资源整合不合理,等等;其主要原因在于:教师教学理念未能同步;学生主动参与度不够;思想品德课教材内容滞后于时代发展;学校缺乏科学有效的公民教育评价体系。最后一部分,针对目前中学阶段思想品德课教学中有关公民教育所反映出的问题,提出切实可行的解决措施。发挥教师在加强思想品德课的公民教育中不可替代的作用;充分发挥学生的积极性、主动性、参与性;完善终须思想品德课程教材中公民教育内容;学校建立行之有效的公民教育评价系统。
[Abstract]:With the gradual deepening of market system reform and economic reform, the people's material life has been greatly satisfied. After solving the problem of food and clothing, many changes have taken place in Chinese people's spiritual needs with the development and progress of society. This has not only been confirmed in the field of our national life, but also in the field of education. Middle school students as the current junior high school students from ignorance to youth, towards maturity of the key node, bear the responsibility of establishing the students' correct world outlook, values, outlook on life. With the frequent moral problems of middle school students in the society, how should our education adapt to the current social moral development requirements and establish a corresponding moral value system? It has become a core problem that needs to be leapfrogged in front of the present teaching staff. As an important part of the teaching process of ideological and moral education, civic education has the same internal requirements as other related education, such as ideological and moral education, quality education and so on, especially in junior high school teaching. How to form a correct civic habit, form the corresponding concept of rights and responsibilities, and then cultivate a correct civic awareness of junior high school graduates, has a bearing on the success or failure of the current moral construction. Therefore, how to develop the civic awareness of middle school students and the education of civic knowledge has become a very hot topic in the field of education in our country. This article regards the basic connotation of civic education as the breakthrough point, first of all, defines the related concepts of civic education in the ideological and moral course of junior high school, and briefly explains the civic education in middle school, the course of thought and quality in junior high school and its characteristics. This paper preliminarily clarifies the blurring of the boundary between civic education and ideological and moral education. In the second part, the author introduces and analyzes the curriculum content of civic education in the ideological and moral teaching material. It further clarifies the task and mission of civic education in the teaching of ideological and moral character in junior high school. In the third part, we investigate the reality of civic education in the course of ideological and moral education in middle school, analyze the present situation and then attribute it, so that we can have a deeper understanding of civic education in the present junior middle school. At present, the main problems of civic education in junior high school are: the junior middle school students' understanding of civic knowledge is not in place, the main body of education is not in place, and the implementation of civic education is not in place. The teaching methods and methods of teachers are relatively single; the practical teaching is less developed; the integration of civic education resources is unreasonable and so on; the main reasons are: the teachers' teaching ideas are not synchronized; the students' active participation is not enough; The content of ideological and moral teaching material lags behind the development of the times, and the school lacks a scientific and effective evaluation system of civic education. In the last part, the author puts forward some practical measures to solve the problems reflected in civic education in the course of ideological and moral education in middle school. Teachers should play an irreplaceable role in strengthening the civic education of ideological and moral courses, give full play to students' enthusiasm, initiative and participation, and improve the content of civic education in the teaching materials of ideological and moral education. The school establishes the effective civic education appraisal system.
【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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