本文關(guān)鍵詞： 初中 思想品德課 動(dòng)態(tài)生成教學(xué)　出處：《云南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：近些年來,隨著初中新課程改革的深入,“動(dòng)態(tài)生成教學(xué)”已成為新課改語境下的一個(gè)熱門話題。在此輪新課改的實(shí)踐中,我們的課堂教學(xué)已不再是簡單的“預(yù)設(shè)教學(xué)”或規(guī)律性教學(xué),而是一個(gè)動(dòng)態(tài)的、成長的、有生命的過程�！皠�(dòng)態(tài)生成教學(xué)”是相對(duì)于“預(yù)設(shè)教學(xué)”而言的,“預(yù)設(shè)教學(xué)”側(cè)重于按原先的教學(xué)設(shè)計(jì)進(jìn)行課堂教學(xué),而“動(dòng)態(tài)生成教學(xué)”則強(qiáng)調(diào)根據(jù)課堂教學(xué)的具體情況靈活調(diào)整教學(xué),讓教學(xué)充分地靈動(dòng)起來。本文將在吸收前人有關(guān)研究成果的基礎(chǔ)上,按照新課程的基本要求,同時(shí)結(jié)合自己一定的教育教學(xué)實(shí)踐體會(huì),進(jìn)而對(duì)初中思想品德課“動(dòng)態(tài)生成教學(xué)”進(jìn)行初步的探究。本文的幾個(gè)章節(jié)如下:第一章,緒論。包括選題背景、研究目的和意義、研究綜述、研究思路和內(nèi)容、研究方法。第二章,初中思想品德課“動(dòng)態(tài)生成教學(xué)”的必要性和重要性。包括初中思想品德課“動(dòng)態(tài)生成教學(xué)”概述;初中思想品德課“動(dòng)態(tài)生成教學(xué)”的必要性(初中思想品德課的特性需要“動(dòng)態(tài)生成教學(xué)”、初中思想品德新課改下教學(xué)新觀念的影響);初中思想品德課“動(dòng)態(tài)生成教學(xué)”的重要性(有利于促進(jìn)學(xué)生的全面發(fā)展、有利于促進(jìn)教師的全面發(fā)展)。第三章,初中思想品德課“動(dòng)態(tài)生成教學(xué)”應(yīng)避免的誤區(qū)及其分析。包括偏離核心教學(xué)目標(biāo)而隨意調(diào)整教學(xué)的誤區(qū)及其分析,注重道德知識(shí)而忽視情感態(tài)度價(jià)值觀的誤區(qū)及其分析,注重學(xué)生作為主體而缺失教師引導(dǎo)調(diào)控的誤區(qū)及其分析。第四章,有效實(shí)現(xiàn)初中思想品德課的“動(dòng)態(tài)生成教學(xué)”。包括有效實(shí)現(xiàn)初中思想品德課“動(dòng)態(tài)生成教學(xué)”的基本要求(正確認(rèn)識(shí)教學(xué)預(yù)設(shè)與教學(xué)生成的關(guān)系、注重培養(yǎng)學(xué)生正確的情感態(tài)度及價(jià)值觀、正確認(rèn)識(shí)“動(dòng)態(tài)生成教學(xué)”中教師的角色、注重不斷進(jìn)行教學(xué)反思);有效實(shí)現(xiàn)初中思想品德課“動(dòng)態(tài)生成教學(xué)”的相關(guān)策略(努力做到教學(xué)性目標(biāo)與關(guān)注表現(xiàn)性目標(biāo)相結(jié)合、善于發(fā)掘有價(jià)值的教學(xué)內(nèi)容、善于運(yùn)用情境教學(xué)方式和自主合作探究的學(xué)習(xí)方式、靈活調(diào)整教學(xué)過程)。
[Abstract]:In recent years, with the deepening of the new curriculum reform in junior high school, "dynamic generation teaching" has become a hot topic in the context of the new curriculum reform. Our classroom teaching is no longer a simple "presupposition teaching" or regular teaching, but a dynamic, growing and living process. "dynamic generation teaching" is relative to "preset teaching". "presupposition teaching" focuses on classroom teaching according to the original teaching design, while "dynamic generation teaching" emphasizes flexible adjustment of teaching according to the specific situation of classroom teaching. This article will absorb the previous research results, according to the basic requirements of the new curriculum, at the same time combined with their own experience in education and teaching practice. Then the "dynamic generation teaching" of junior high school ideological and moral course is preliminarily explored. The first chapter is as follows: chapter one, introduction, including the background of the topic, the purpose and significance of the research, and a summary of the research. The second chapter, the necessity and importance of "dynamic generation teaching" in junior middle school ideological and moral course, including the summary of "dynamic generation teaching" in junior high school ideological and moral course; The necessity of "dynamic Generation Teaching" in Junior Middle School ideological and moral course (the characteristics of Junior Middle School ideological and moral course need "dynamic Generation Teaching", and the influence of the new teaching idea under the new course of junior high school ideological and moral character reform; The importance of "dynamic Generation Teaching" in Junior Middle School ideological and moral Education (conducive to the all-round development of students and teachers). Chapter three. The misunderstanding and analysis of "dynamic generation teaching" in junior middle school ideological and moral course, including the misunderstanding and analysis that deviates from the core teaching goal and adjusts the teaching at will. Focusing on moral knowledge and ignoring the misunderstanding and analysis of emotional attitude and values, focusing on students as the main body and missing the misunderstanding and analysis of teachers' guidance and regulation. Chapter 4th. The effective realization of the "dynamic generation teaching" of the junior middle school ideological and moral course includes the basic requirements of the effective realization of the "dynamic generation teaching" of the junior high school ideological and moral course (correctly understanding the relationship between the teaching presupposition and the teaching generation). Pay attention to the cultivation of students' correct emotional attitude and values, correctly understand the role of teachers in "dynamic generation teaching", and pay attention to continuous teaching reflection; Effective realization of junior high school ideological and moral lesson "dynamic generation of teaching" related strategies (try to achieve teaching goals and pay attention to expressive goals, good at exploring valuable teaching content. Good at using situational teaching and independent cooperative inquiry learning, flexible adjustment of the teaching process.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.2

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本文編號(hào)：1457136