本文關(guān)鍵詞： 高中 思想政治課 案例教學(xué)　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在基礎(chǔ)教育課程改革的大背景下,培養(yǎng)學(xué)生利用課本知識分析實際問題、解決實際問題的能力,幫助學(xué)生樹立正確的世界觀、人生觀、價值觀,已成為高中思想政治課的重要任務(wù)。要完成這一任務(wù),優(yōu)化課堂教學(xué)模式勢在必行。案例教學(xué)是在啟發(fā)式和生活化等教學(xué)思想的指導(dǎo)下,以案例為載體,引導(dǎo)學(xué)生在具體的情境中提出問題并思考、解決問題,從而提高學(xué)生分析問題、解決問題的能力的一種教學(xué)模式。實踐證明,在高中思想政治課中實施案例教學(xué)模式,能夠充分發(fā)揮學(xué)生的主體作用,在這一教學(xué)模式的課堂中學(xué)生處于核心地位,教學(xué)活動的設(shè)計都從學(xué)生的實際出發(fā),這彌補了傳統(tǒng)的講授式教學(xué)模式的不足。高中思想政治課案例教學(xué)是一種能夠充分調(diào)動學(xué)生學(xué)習(xí)的積極性、主動性的教學(xué)模式,它已受到了廣大一線高中思想政治課教師的歡迎。當(dāng)然這一教學(xué)模式也有自己的不足之處,高中思想政治課案例教學(xué)的有效運用還需要進行不斷地研究和探索。本文根據(jù)筆者的教學(xué)實習(xí)經(jīng)驗及對一線教師的訪談,著重對當(dāng)前思想政治課案例教學(xué)具體運用中存在的問題及其對策展開研究。本文共分為四個部分：第一部分,導(dǎo)言。這一部分主要論述了問題研究的緣由及意義,并對國內(nèi)外的研究成果進行綜述,還對本文研究思路和研究方法進行了簡單闡述。第二部分,高中思想政治課案例教學(xué)的內(nèi)涵及其重要性。首先對高中思想政治課案例教學(xué)的內(nèi)涵進行了界定,并在此基礎(chǔ)上分析了其特點；其次,從思想政治課程的特殊地位、學(xué)生的學(xué)習(xí)興趣、教師的專業(yè)發(fā)展、教學(xué)目標(biāo)的實現(xiàn)以及師生關(guān)系的構(gòu)建等方面分析了高中思想政治課案例教學(xué)的重要性。此部分內(nèi)容是全文的開端,同時也是整篇文章的論述的理論基礎(chǔ)。第三部分,高中思想政治課案例教學(xué)存在的問題及其原因。這一部分的內(nèi)容是在結(jié)合筆者教學(xué)實踐以及訪談的基礎(chǔ)上,將高中思想政治課案例教學(xué)中存在的問題進行了歸納,本文認為主要存在著具體運用方式單一、部分新教師的課堂組織能力欠佳、學(xué)生缺乏參與熱情、缺少對案例的升華等問題。在歸納問題的基礎(chǔ)上進一步對問題存在的原因進行了分析,本文認為存在這些問題的主要原因為：教師對案例教學(xué)的具體過程缺乏系統(tǒng)的認識、部分新教師缺乏應(yīng)有的教學(xué)機智、學(xué)生角色定位不清晰等。此部分內(nèi)容為全文的論述提供了現(xiàn)實基礎(chǔ)。第四部分,高中思想政治課案例教學(xué)有效運用的對策思路。本部分內(nèi)容是在立足于第三部分的論述的基礎(chǔ)上,對高中思想政治課案例教學(xué)有效運用的對策思路進行了相應(yīng)的分析探討,提出要堅持的四個具體原則,即思想性、以問啟思、以時促論、以情育智的原則；要提升教師對案例教學(xué)的認識；要積極培養(yǎng)教師的教學(xué)機智能力；要多措并舉激發(fā)學(xué)生參與熱情和全過程注重對案例的升華。
[Abstract]:Under the background of basic education curriculum reform, we should train students' ability to use textbook knowledge to analyze practical problems, solve practical problems, and help students to set up correct world outlook, outlook on life and values. In order to complete this task, it is imperative to optimize the classroom teaching mode. Case teaching is guided by heuristic and life-oriented teaching ideas, and takes the case as the carrier. It is a teaching mode to guide students to put forward problems, think and solve problems in specific situations, so as to improve students' ability to analyze and solve problems. The implementation of the case teaching model in the high school ideological and political class can give full play to the main role of the students. In this teaching mode, the middle school students are in the core position, and the design of teaching activities is based on the students' reality. This makes up for the deficiency of the traditional teaching mode. The case teaching of high school ideological and political course is a kind of teaching mode which can fully arouse the students' enthusiasm and initiative in learning. It has been welcomed by the majority of senior high school ideological and political teachers. Of course, this teaching model also has its own shortcomings. The effective use of the case teaching of high school ideological and political lesson still needs to be studied and explored continuously. This article according to the author's teaching practice experience and interviews to the front-line teachers. This article is divided into four parts: the first part. Introduction. This part mainly discusses the reason and significance of the research, and summarizes the research results at home and abroad, and also briefly describes the research ideas and methods of this paper. The second part. The connotation and importance of case teaching of ideological and political course in senior high school. Firstly, the connotation of case teaching of ideological and political course in high school is defined, and on this basis, the characteristics of case teaching of ideological and political course in high school are analyzed. Secondly, from the special status of ideological and political curriculum, students' interest in learning, teachers' professional development. The realization of teaching objectives and the construction of teacher-student relationship, etc., analyzes the importance of the case teaching of high school ideological and political lesson. This part is the beginning of the full text. At the same time, it is the theoretical basis of the whole article. The third part, the problems and reasons of the case teaching of high school ideological and political lesson. The content of this part is based on the author's teaching practice and interviews. This paper summarizes the problems existing in the case teaching of ideological and political lesson in senior high school. The author thinks that there is a single concrete application mode, some new teachers' classroom organization ability is poor, and the students lack enthusiasm for participation. Lack of the sublimation of cases and other issues. On the basis of induction of the problem further analysis of the causes of the problem. The main reasons for these problems are: teachers lack systematic understanding of the specific process of case teaching, and some new teachers lack due teaching wit. The role of students is not clear. This part provides a realistic basis for the full text of the discussion. 4th part. This part is based on the third part of the discussion on the basis. This paper makes a corresponding analysis and discussion on the countermeasures of the effective use of the case teaching in the ideological and political course of senior high school, and puts forward four concrete principles to be adhered to, namely, ideological content, the principle of asking and thinking, the principle of promoting theory by time, and the principle of educating wisdom with emotion; To enhance teachers' understanding of case teaching; We should actively cultivate teachers' teaching wits; To stimulate students to participate in the enthusiasm and focus on the whole process of sublimation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.2

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