本文選題：高中思想政治課 + 情境教學(xué)�。� 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：每一門學(xué)科都承載著傳授知識(shí),并使學(xué)生的知識(shí)積累逐漸增加的任務(wù),思想政治課也不例外。除此以外,思想政治課還要解決對(duì)知識(shí)的信仰和付諸實(shí)踐的特殊矛盾,最終實(shí)現(xiàn)認(rèn)知、情感、意志、信念、行為五個(gè)要素的相互協(xié)調(diào)、和諧統(tǒng)一。其中,情感起著連接作用,情感能提高認(rèn)知、凝煉意志、堅(jiān)定信念并最終外化成行為。知識(shí)一般具有抽象性、概括化的屬性,只有融入到具體的情境中,激發(fā)學(xué)生的情感,學(xué)生才能更好地理解,最終提高教學(xué)效果。因此,情境教學(xué)的研究符合思想政治課教學(xué)實(shí)踐的需要。在新課改的指導(dǎo)下,大部分教師正努力改變傳統(tǒng)的以講授為主的教學(xué)模式,積極開展對(duì)情境教學(xué)的研究和推動(dòng)其在課堂上的實(shí)施,改變了以往單一、枯燥的課堂教學(xué)現(xiàn)狀。但是由于種種原因,在實(shí)踐中暴露出一些問題,思想政治課情境教學(xué)開展的效果并不是十分理想,這也挫傷了教師的熱情與信心。鑒于此,本文將對(duì)這個(gè)問題加以研究。本文分三部分。第一部分,對(duì)情境教學(xué)的內(nèi)涵及實(shí)施的必要性進(jìn)行界定,其中,情境教學(xué)的內(nèi)涵從內(nèi)涵(含義)和外延(要素、特征)兩方面進(jìn)行闡述,為后文的研究打下基礎(chǔ)。第二部分,對(duì)情境教學(xué)的實(shí)施現(xiàn)狀進(jìn)行診斷,通過教學(xué)實(shí)習(xí)時(shí)的觀察,并與一部分政治教師交流,發(fā)現(xiàn)情境教學(xué)在實(shí)施過程中存在的問題,主要有以下幾個(gè)誤區(qū)：重趣味性輕知識(shí)性；重教研輕常態(tài)；在環(huán)節(jié)上缺乏連貫性；沒有處理好“預(yù)設(shè)”與“生成”的關(guān)系；創(chuàng)設(shè)的情境空間范圍狹�。蝗狈�(duì)傳統(tǒng)教學(xué)方法的組合運(yùn)用。然后針對(duì)問題從四個(gè)方面進(jìn)行原因探究,具體包括：應(yīng)試教育體制下教學(xué)評(píng)價(jià)的弊端；政治課課時(shí)少；缺少相應(yīng)的教育實(shí)踐基地與經(jīng)費(fèi)的支持；部分教師專業(yè)素養(yǎng)的欠缺。第三部分,結(jié)合第二部分調(diào)查研究進(jìn)行了問題對(duì)策研究。主要從四個(gè)方面進(jìn)行論述：建立發(fā)展性的評(píng)價(jià)體系；調(diào)整政治課課時(shí)設(shè)置；增加各類教育實(shí)踐基地和經(jīng)費(fèi)的支持；提高教師的專業(yè)素養(yǎng)。
[Abstract]:Each subject carries the task of imparting knowledge and increasing students' knowledge accumulation. In addition, the ideological and political course should solve the special contradiction of belief in knowledge and put into practice, and finally realize the harmony and unity of the five elements of cognition, emotion, will, belief and behavior. Among them, emotion acts as a link, and emotion improves cognition, solidifies will, firm belief and finally externalizes into behavior. Knowledge generally has the attribute of abstractness and generalization. Only when the knowledge is integrated into the concrete situation can the students understand it better and finally improve the teaching effect. Therefore, the research of situational teaching accords with the need of ideological and political teaching practice. Under the guidance of the new curriculum reform, most teachers are trying to change the traditional teaching mode, actively carry out the research on situational teaching and promote its implementation in the classroom, changing the former single, boring classroom teaching status quo. However, due to various reasons, some problems are exposed in practice. The effect of situational teaching in ideological and political course is not very ideal, which also dampens teachers' enthusiasm and confidence. In view of this, this paper will study this problem. This paper is divided into three parts. In the first part, the connotation of situational teaching and the necessity of its implementation are defined, in which the connotation of situational teaching is expounded from two aspects: connotation (meaning) and extension (element, characteristic), which lays a foundation for the later study. In the second part, the author makes a diagnosis of the current situation of the implementation of situational teaching, through the observation of teaching practice, and communicates with some political teachers, and finds out the problems existing in the implementation of situational teaching. There are several misunderstandings as follows: emphasizing interest over knowledge; emphasizing teaching and research over normal; lacking coherence in links; failing to deal with the relationship between "presupposition" and "generation"; creating a narrow scope of situation space; Lack of combination of traditional teaching methods. Then the reasons for the problem from four aspects, including: the shortcomings of teaching evaluation under the exam-oriented education system; less political class hours; lack of corresponding educational practice base and funding support; lack of professional literacy of some teachers. The third part, combined with the second part of the investigation and study of the countermeasures. Mainly from four aspects: to establish a developmental evaluation system; to adjust the political class hours; to increase the support of various educational practice bases and funds; to improve the professional literacy of teachers.
【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
【分類號(hào)】：G633.2

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本文編號(hào)：2016803