当前高中生接受思想政治课的新变化及应对策略
发布时间：2018-12-26 10:15
【摘要】：我国有史以来一直非常重视对受教育群体进行思想道德品质教育,关注国民道德素质、政治素养的提升,但是当前高中生对思想政治课接受的实效性比较低,引起了广大学者的关注和研究。高中思想政治课普遍被学生看作“可以突击得高分的副科”,同时也存在思想政治知识考分很高,实际的道德行为习惯、思想政治素养水平低下的现象。这些本质上是因为在高中思想政治教学中没有做到与时俱进地根据学生接受的新变化对教学内容、教学方式等方面进行改进和完善。不同时代教育对象接受特征是不同的,那么当前高中生接受思想政治课产生了哪些新变化,产生的新变化对我们实际的思想政治教学提出了哪些新的要求,这些都是我们首先要研究和解决的问题。因此对高中生接受思想政治课的新变化进行系统研究是有必要的。本文分以下四个部分展开研究。第一部分,论述本文研究的基础,即高中思想政治教学契合高中生接受的理论依据和现实依据。其理论依据是人本学习理论、建构主义学习理论和高中思想政治课的教学原则及德育原则。其现实依据是高中思想政治课教学契合高中生接受是提高高中思想政治课的有效性的关键,是实施素质教育的有力支撑,是实现三维教学目标的现实需要。第二部分,阐述当前高中生接受思想政治课的类型及新变化。即当前高中生接受思想政治课主要存在复制型接受、掩饰型接受、选择型接受和主动型接受四大类。当前高中生接受思想政治课呈现新变化,即接受的主体性增强、接受度削弱、接受过程快餐化、接受结果概念化和接受的选择性增强。第三部分,主要阐述当前高中生接受思想政治课产生的新变化的原因,主要是从高中生自身成长特点、学校教育教学更新慢、家庭思想政治教育失调以及不良社会环境四部分原因进行阐述。第四部分,为了适应当前高中生接受思想政治课的新变化,提出应对策略。即优化高中生接受思想政治课的接受心理,更新高中思想政治教学结构,树立新的高中思想政治课教学理念,营造高中思想政治课的良好接受环境。以期适应高中生接受思想政治的新变化,提高高中生接受思想政治课的教学效果。
[Abstract]:In the history of our country, we have always attached great importance to the ideological and moral quality education of the educated groups, paying attention to the improvement of the national moral quality and political literacy, but the actual effect of the current high school students' acceptance of the ideological and political course is relatively low. Has aroused the general scholar's attention and the research. The ideological and political course in senior high school is generally regarded by the students as "the secondary subject which can get a high score". At the same time, it also has the phenomenon of high score of ideological and political knowledge, actual moral behavior habit and low level of ideological and political accomplishment. These are essentially due to the failure to improve and perfect the teaching contents and teaching methods according to the new changes accepted by the students in high school ideological and political teaching. The acceptance characteristics of different educational objects are different in different times. So, what new changes have been brought about by the current high school students' acceptance of ideological and political courses, and what new requirements have been put forward by the new changes to our actual ideological and political teaching? These are the first problems we need to study and solve. Therefore, it is necessary to systematically study the new changes of high school students'acceptance of ideological and political courses. This paper is divided into four parts. The first part discusses the basis of this study, that is, the high school ideological and political teaching in accordance with the high school acceptance of the theoretical basis and practical basis. Its theoretical basis is humanistic learning theory, constructivism learning theory and the teaching principle and moral education principle of high school ideological and political course. The realistic basis is that the high school students' acceptance of the ideological and political course is the key to improve the effectiveness of the high school's ideological and political course, the strong support for the implementation of quality education, and the realistic need to realize the three-dimensional teaching goal. The second part expounds the types and new changes of ideological and political courses accepted by senior high school students. That is to say, there are four main types of high school students' acceptance of ideology and politics: replicative acceptance, disguised acceptance, selective acceptance and active acceptance. At present, high school students' acceptance of ideological and political courses presents new changes, that is, the subjectivity of acceptance is enhanced, the acceptance degree is weakened, the process of acceptance is fast-food, the conceptualization of acceptance results and the selective enhancement of acceptance. The third part mainly expounds the reasons for the new changes in the current high school students' acceptance of ideological and political courses, mainly from the characteristics of high school students' own growth and the slow renewal of school education and teaching. Family ideological and political education imbalance and bad social environment four parts of the reasons. The fourth part, in order to adapt to the current high school students accept the new changes of ideological and political courses, put forward countermeasures. That is, to optimize the acceptance psychology of high school students to accept the ideological and political course, to update the structure of high school ideological and political teaching, to establish a new teaching concept of high school ideological and political course, and to create a good reception environment for the high school ideological and political course. In order to adapt to the new changes in high school students' acceptance of ideology and politics, improve the teaching effect of high school students' acceptance of ideological and political lessons.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
[Abstract]:In the history of our country, we have always attached great importance to the ideological and moral quality education of the educated groups, paying attention to the improvement of the national moral quality and political literacy, but the actual effect of the current high school students' acceptance of the ideological and political course is relatively low. Has aroused the general scholar's attention and the research. The ideological and political course in senior high school is generally regarded by the students as "the secondary subject which can get a high score". At the same time, it also has the phenomenon of high score of ideological and political knowledge, actual moral behavior habit and low level of ideological and political accomplishment. These are essentially due to the failure to improve and perfect the teaching contents and teaching methods according to the new changes accepted by the students in high school ideological and political teaching. The acceptance characteristics of different educational objects are different in different times. So, what new changes have been brought about by the current high school students' acceptance of ideological and political courses, and what new requirements have been put forward by the new changes to our actual ideological and political teaching? These are the first problems we need to study and solve. Therefore, it is necessary to systematically study the new changes of high school students'acceptance of ideological and political courses. This paper is divided into four parts. The first part discusses the basis of this study, that is, the high school ideological and political teaching in accordance with the high school acceptance of the theoretical basis and practical basis. Its theoretical basis is humanistic learning theory, constructivism learning theory and the teaching principle and moral education principle of high school ideological and political course. The realistic basis is that the high school students' acceptance of the ideological and political course is the key to improve the effectiveness of the high school's ideological and political course, the strong support for the implementation of quality education, and the realistic need to realize the three-dimensional teaching goal. The second part expounds the types and new changes of ideological and political courses accepted by senior high school students. That is to say, there are four main types of high school students' acceptance of ideology and politics: replicative acceptance, disguised acceptance, selective acceptance and active acceptance. At present, high school students' acceptance of ideological and political courses presents new changes, that is, the subjectivity of acceptance is enhanced, the acceptance degree is weakened, the process of acceptance is fast-food, the conceptualization of acceptance results and the selective enhancement of acceptance. The third part mainly expounds the reasons for the new changes in the current high school students' acceptance of ideological and political courses, mainly from the characteristics of high school students' own growth and the slow renewal of school education and teaching. Family ideological and political education imbalance and bad social environment four parts of the reasons. The fourth part, in order to adapt to the current high school students accept the new changes of ideological and political courses, put forward countermeasures. That is, to optimize the acceptance psychology of high school students to accept the ideological and political course, to update the structure of high school ideological and political teaching, to establish a new teaching concept of high school ideological and political course, and to create a good reception environment for the high school ideological and political course. In order to adapt to the new changes in high school students' acceptance of ideology and politics, improve the teaching effect of high school students' acceptance of ideological and political lessons.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
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