本文關(guān)鍵詞：高中思想政治課綜合探究教學(xué)實(shí)效性提升研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：當(dāng)今世界,科技進(jìn)步日新月異,國(guó)際競(jìng)爭(zhēng)日益激烈。當(dāng)今世界的綜合國(guó)力競(jìng)爭(zhēng),說(shuō)到底是人才的競(jìng)爭(zhēng),人才越來(lái)越成為推動(dòng)社會(huì)經(jīng)濟(jì)發(fā)展的戰(zhàn)略性資源,源源不斷的人才資源是我國(guó)在激烈的國(guó)際競(jìng)爭(zhēng)中的重要潛在力量和后發(fā)優(yōu)勢(shì)�！皟蓚�(gè)一百年”奮斗目標(biāo)的實(shí)現(xiàn),歸根到底靠人才、靠教育,教育的基礎(chǔ)性、先導(dǎo)性、全局性地位和作用更加突顯。新一輪教育改革試圖通過(guò)綜合探究來(lái)培養(yǎng)學(xué)生的動(dòng)手操作能力和探究創(chuàng)新能力,以培養(yǎng)出符合社會(huì)發(fā)展要求的合格人才。為此,2004年由人民教育出版社出版的高中《思想政治》四本必修教材在每個(gè)單元之后都設(shè)置了一個(gè)綜合探究活動(dòng)。目的在于讓學(xué)生運(yùn)用所學(xué)的知識(shí)并通過(guò)自主實(shí)踐、自主探究來(lái)解決生活中的問(wèn)題,培養(yǎng)學(xué)生的實(shí)踐能力、創(chuàng)新精神、科學(xué)精神和人文精神。到現(xiàn)在,“綜合探究”已經(jīng)存在了很多年,已有不少相關(guān)研究。筆者在自己的教學(xué)實(shí)踐以及同一線教師的交流中發(fā)現(xiàn),綜合探究教學(xué)的實(shí)施效果并不理想,綜合探究教學(xué)的發(fā)展遇到了瓶頸。筆者在對(duì)綜合探究教學(xué)實(shí)施的基本情況進(jìn)行深入了解和深刻反思的基礎(chǔ)上,將高中思想政治課綜合探究教學(xué)實(shí)效性提升作為研究課題,試圖深入剖析其存在的問(wèn)題并提出具有建設(shè)性的建議,希望能夠促進(jìn)綜合探究教學(xué)實(shí)效性的提升,從而突破其發(fā)展的瓶頸,實(shí)現(xiàn)其應(yīng)有價(jià)值。本文對(duì)高中思想政治課綜合探究教學(xué)實(shí)效性提升的研究主要包括四個(gè)部分：第一部分,闡述了高中思想政治課綜合探究的教學(xué)內(nèi)涵和特點(diǎn),明確了高中思想政治課綜合探究的地位和作用,在地位方面綜合探究是高中思想政治課教材的有機(jī)組成部分,對(duì)教材起著綜合、強(qiáng)化和補(bǔ)充的作用；綜合探究的實(shí)施是實(shí)現(xiàn)思想政治課程目標(biāo)的需要；綜合探究活動(dòng)是學(xué)生進(jìn)行自主學(xué)習(xí)和研究性學(xué)習(xí)的重要環(huán)節(jié)。在作用方面,綜合探究的主要作用有：有利于貫徹落實(shí)新課改的要求；有利于轉(zhuǎn)變學(xué)生學(xué)習(xí)方式,發(fā)展學(xué)生綜合能力；有利于激發(fā)學(xué)生學(xué)習(xí)興趣和熱情；有利于提高教師教學(xué)能力、轉(zhuǎn)變教師觀念和角色,提高教師素質(zhì)。第二部分,在教學(xué)實(shí)踐和調(diào)查研究的基礎(chǔ)上深入了解提升高中思想政治課綜合探究教學(xué)實(shí)效性需要解決的主要問(wèn)題,通過(guò)研究發(fā)現(xiàn),影響高中思想政治課綜合探究教學(xué)實(shí)效性提升的主要問(wèn)題包括部分教師教學(xué)觀念陳舊落后、部分教師教學(xué)能力不足、學(xué)生參與意識(shí)薄弱、活動(dòng)時(shí)間難以保障、教學(xué)評(píng)價(jià)機(jī)制不合理等。第三部分,針對(duì)問(wèn)題提出相應(yīng)的解決對(duì)策。首先,教師要不斷提高自身專(zhuān)業(yè)素質(zhì),要更新教學(xué)觀念,要不斷提高教學(xué)能力,要做好綜合探究各環(huán)節(jié)的指導(dǎo)工作。其次,學(xué)生要轉(zhuǎn)變觀念,自覺(jué)參與綜合探究教學(xué)活動(dòng)。最后,要?jiǎng)?chuàng)新綜合探究的教學(xué)評(píng)價(jià)機(jī)制。
[Abstract]:In today's world, science and technology progress with each passing day and international competition is increasingly fierce. In the end, the competition of comprehensive national strength in the world is, in the final analysis, the competition of talents, who are increasingly becoming the strategic resources to promote social and economic development. The continuous flow of human resources is an important potential force and late-development advantage in the fierce international competition. The realization of the "two hundred years" goal depends on talents, education, and the foundation of education in the final analysis. The new round of educational reform attempts to cultivate students' ability of hands-on operation and inquiry innovation through comprehensive inquiry. In order to cultivate qualified personnel in line with the requirements of social development. In 2004, four compulsory textbooks for senior high school "ideology and politics", published by the people's education press, set up a comprehensive inquiry activity after each unit. The aim is to enable students to apply what they have learned and through independent practice. Practice. Independent inquiry to solve the problems in life, cultivate students' practical ability, innovative spirit, scientific spirit and humanistic spirit. Up to now, "comprehensive inquiry" has existed for many years. There have been a lot of relevant research. The author found in his own teaching practice and communication with front-line teachers that the implementation of comprehensive inquiry teaching is not ideal. The development of comprehensive inquiry teaching has encountered a bottleneck. The author deeply understands and reflects on the basic situation of the implementation of comprehensive inquiry teaching. In order to improve the effectiveness of comprehensive inquiry teaching in high school, this paper tries to analyze the existing problems and put forward constructive suggestions, hoping to promote the effectiveness of comprehensive inquiry teaching. In order to break through the bottleneck of its development and achieve its due value. This paper on the ideological and political course of high school comprehensive inquiry teaching effectiveness improvement mainly includes four parts: the first part. This paper expounds the teaching connotation and characteristics of the comprehensive inquiry of the high school ideological and political course, and clarifies the position and function of the comprehensive inquiry of the high school ideological and political course. In the aspect of status, comprehensive inquiry is an organic part of high school ideological and political teaching materials, which plays a comprehensive, reinforcing and supplementary role in teaching materials. The implementation of comprehensive inquiry is the need to achieve the goal of ideological and political curriculum; Comprehensive inquiry activity is an important link for students to study independently and research-based learning. The main functions of comprehensive inquiry are as follows: help to carry out the requirements of the new curriculum reform; It is helpful to change students' learning style and develop students' comprehensive ability; To stimulate students' interest and enthusiasm; It is helpful to improve teachers' teaching ability, to change teachers' concepts and roles, and to improve teachers' quality. On the basis of teaching practice and investigation and research, I deeply understand the main problems that need to be solved to improve the effectiveness of comprehensive inquiry teaching in high school ideological and political courses, and find out through the research. The main problems affecting the improvement of the effectiveness of comprehensive inquiry teaching in high school ideological and political courses include the outdated and backward teaching concepts of some teachers, the insufficient teaching ability of some teachers, the weak consciousness of students' participation, and the difficulty of ensuring the time of activities. The third part puts forward the corresponding solutions to the problems. Firstly, teachers should constantly improve their professional quality, update their teaching concepts, and constantly improve their teaching ability. Secondly, students should change their ideas and consciously participate in the comprehensive inquiry teaching activities. Finally, the teaching evaluation mechanism of comprehensive inquiry should be innovated.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.2

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