本文選題：思想政治課 + 中學生��； 參考：《南京師范大學》2015年碩士論文

【摘要】：相較于高中思想政治課另外三個必修模塊,《文化生活》模塊更加注重對學生情感、態(tài)度、價值觀的培養(yǎng)。如何上好《文化生活》模塊,使其思想性與審美性兼?zhèn)洹⒌掠耘c文化味并重,這對廣大一線教師提出了挑戰(zhàn)；而隨著本輪基礎(chǔ)教育改革的不斷推進,課程資源的開發(fā)與利用日益成為廣大教師和學者關(guān)注的焦點。基于此,南京地區(qū)的《文化生活》教學需要融會本地的文化特色,通過多種方式來開發(fā)和利用南京文化資源,以增強學生的學習興趣、提高課堂教學效果、培養(yǎng)學生熱愛家鄉(xiāng)、熱愛祖國的積極情感。南京是中國著名的歷史文化名城,南京文化一方面呈現(xiàn)出明顯的山水文化的特征,另一方面又深受政治影響,歷史上屢次成為中國重要的文化中心。南京深厚的人文底蘊為《文化生活》提供了大量的課程素材,突出體現(xiàn)《文化生活》的思想性與內(nèi)涵性；南京多樣的民俗民風為《文化生活》課程提供了鮮活而濃郁的文化氛圍,增添《文化生活》的德育價值；南京豐富的歷史文化遺產(chǎn)為《文化生活》提供了活動教學的條件,彌補《文化生活》審美性缺陷；南京正在發(fā)展著的文化事業(yè)和文化產(chǎn)業(yè)為《文化生活》提供了具有先進性的文化素材,補充《文化生活》的時代氣息等。可以說,南京豐富的文化積累和獨特的文化氣質(zhì),為《文化生活》教學提供了豐富的課程資源。經(jīng)過親身的教育實習和調(diào)查訪談,筆者發(fā)現(xiàn)：南京越來越多的思想政治課教師和學校已經(jīng)在嘗試進行南京文化資源的開發(fā)和利用,但是問題不少,主要表現(xiàn)為：南京文化資源存在閑置、浪費,利用方式單一,流于形式,南京文化資源與《文化生活》課缺乏有機結(jié)合,以教師自主開發(fā)為主,缺少師師合作、師生共同開發(fā)。在分析原因的基礎(chǔ)上,該文重點探究了南京文化資源在《文化生活》中的開發(fā)利用對策,嘗試提出開發(fā)的原則,并進一步從實踐操作角度對南京文化資源提出利用策略：開展“我愛南京”文化演講,探索“最南京”文化地圖,研討、反思南京文化現(xiàn)象,利用南京文化資源進行學生評價。撰寫本文的目的主要是探討在新課改的背景下,在《文化生活》中如何因地制宜開發(fā)利用南京文化資源,希望能為開發(fā)利用南京文化資源進行《文化生活》教學貢獻綿薄之力,并對其他地區(qū)的課程資源開發(fā)與利用提供借鑒。
[Abstract]:Compared with the other three compulsory modules of the high school ideological and political course, the cultural life module pays more attention to the cultivation of students' emotion, attitude and values. How to make the module of "Cultural Life" better, and how to make it both ideological and aesthetic, as well as the moral education and cultural taste, this has put forward a challenge to the vast number of front-line teachers, but with the development of this round of basic education reform, The development and utilization of curriculum resources has increasingly become the focus of attention of teachers and scholars. Based on this, the teaching of "Cultural Life" in Nanjing area needs to integrate the local cultural characteristics, develop and utilize Nanjing's cultural resources in various ways, so as to enhance students' interest in learning, improve the effect of classroom teaching, and train students to love their hometown. Love the positive feelings of the motherland. Nanjing is a famous historical and cultural city in China. On the one hand, Nanjing culture presents the characteristics of landscape culture, on the other hand, it is deeply influenced by politics, and it has repeatedly become an important cultural center in China. Nanjing's profound humanistic background provides a large number of curriculum materials for "Cultural Life", which highlights the ideological and connotation of "Cultural Life". The variety of folk customs in Nanjing provides a fresh and rich cultural atmosphere for the course "Cultural Life", which adds the value of moral education to "Cultural Life", and the rich historical and cultural heritage of Nanjing provides the conditions for active teaching of "Cultural Life". To make up for the aesthetic defects of "Cultural Life", the cultural cause and industry being developed in Nanjing have provided advanced cultural materials for "Cultural Life" and supplemented the "Cultural Life" flavor of the times, etc. It can be said that Nanjing's rich cultural accumulation and unique cultural temperament provide rich curriculum resources for the teaching of Cultural Life. Through personal education practice and investigation and interviews, the author finds that more and more ideological and political teachers and schools in Nanjing have tried to develop and utilize Nanjing's cultural resources, but there are many problems. The main manifestations are: the cultural resources in Nanjing are idle, wasted, used in a single way, and become mere forms. The cultural resources in Nanjing are lack of organic combination with the "Cultural Life" course, which are mainly developed by teachers, lack of cooperation between teachers and teachers, and the joint development of teachers and students. Based on the analysis of the reasons, this paper probes into the countermeasures of the development and utilization of Nanjing's cultural resources in "Cultural Life", and tries to put forward the principles of development. Furthermore, from the perspective of practice and operation, this paper puts forward some strategies for the utilization of Nanjing cultural resources: giving a cultural lecture on "I love Nanjing", exploring the cultural map of "most Nanjing", discussing and reflecting on the cultural phenomenon in Nanjing, and making use of Nanjing cultural resources to evaluate students. The purpose of this paper is to explore how to develop and utilize Nanjing's cultural resources according to local conditions under the background of the new curriculum reform, hoping to contribute little to the development and utilization of Nanjing's cultural resources in teaching "Cultural Life". It also provides reference for the development and utilization of curriculum resources in other regions.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.2

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