【摘要】：在新課程改革中,確立了高中思想政治課教學(xué)的三維目標(biāo),分別是:知識(shí)與技能、過(guò)程與方法、情感態(tài)度價(jià)值觀。將知識(shí)與技能這個(gè)目標(biāo)放在第一位,可見其在教學(xué)中的重要性。然而高中生在《經(jīng)濟(jì)生活》知識(shí)的學(xué)習(xí)和掌握中還存在一些問(wèn)題,學(xué)習(xí)效果并不理想。因此,文章梳理了建構(gòu)主義的產(chǎn)生發(fā)展,根據(jù)建構(gòu)主義學(xué)習(xí)觀,首先,對(duì)高中生應(yīng)該如何學(xué)習(xí)進(jìn)行了分析,認(rèn)為高中生學(xué)習(xí)具有以下四個(gè)特點(diǎn):智力的全面參與、與生活相聯(lián)系、以意志力為控制、需要充分的合作、溝通和支持;高中生在學(xué)習(xí)中應(yīng)該堅(jiān)持自主性原則、合作性原則、探究性原則、實(shí)踐性原則、創(chuàng)造性原則。其次,結(jié)合《經(jīng)濟(jì)生活》的課程內(nèi)容,將《經(jīng)濟(jì)生活》知識(shí)分為概念類知識(shí)、原理類知識(shí)、思想方法類知識(shí)三類,并分別勾勒出高中生進(jìn)行三類知識(shí)的學(xué)習(xí)過(guò)程。然后,本人根據(jù)《全日制普通高級(jí)中學(xué)思想政治考試大綱》、《全日制普通高級(jí)中學(xué)思想政治教學(xué)大綱》,在市思想政治教研員的指導(dǎo)下,設(shè)計(jì)和編制了測(cè)試問(wèn)卷,進(jìn)行了關(guān)于高中生《經(jīng)濟(jì)生活》知識(shí)學(xué)習(xí)情況的測(cè)試調(diào)查。通過(guò)對(duì)調(diào)查結(jié)果的統(tǒng)計(jì)分析,發(fā)現(xiàn)高中生對(duì)于《經(jīng)濟(jì)生活》知識(shí)的學(xué)習(xí)存在以下問(wèn)題:1.高中生易將日常生活中的概念與經(jīng)濟(jì)學(xué)概念相混淆。2.高中生缺乏運(yùn)用《經(jīng)濟(jì)生活》知識(shí)舉一反三的能力。并根據(jù)存在的問(wèn)題,進(jìn)行了原因分析。論文最后,基于上述問(wèn)題,提出了幾點(diǎn)建議。
[Abstract]:In the course of the new curriculum reform, the three-dimensional goals of high school ideological and political teaching are established, which are: knowledge and skill, process and method, emotion, attitude and values. The importance of knowledge and skills in teaching can be seen by putting knowledge and skills first. However, there are still some problems in the learning and mastering of Economic Life knowledge, and the learning effect is not satisfactory. Therefore, the article combs the emergence and development of constructivism, according to the constructivism learning view, first of all, it analyzes how high school students should learn, and thinks that high school students learning has the following four characteristics: the full participation of intelligence. High school students should adhere to the principles of autonomy, cooperation, inquiry, practice and creativity in their study. Secondly, combining with the course content of Economic Life, the knowledge of Economic Life is divided into three categories: concept knowledge, principle knowledge and thought method knowledge, and outlines the learning process of three kinds of knowledge for senior high school students. Then, under the guidance of the city ideological and political teaching staff, I designed and compiled the test questionnaire according to the "ideological and political examination syllabus of full-time ordinary senior middle school" and the "ideological and political teaching outline of full-time ordinary high school". A test survey was conducted on the knowledge learning of senior high school students (Economic Life). Through the statistical analysis of the survey results, it is found that there are the following problems in the study of economic life knowledge among senior high school students: 1. High school students tend to confuse the concept of daily life with the concept of economics. High school students lack the ability to use "Economic Life" knowledge to learn from one another. According to the existing problems, the causes are analyzed. Finally, based on the above problems, some suggestions are put forward.
【學(xué)位授予單位】：曲阜師范大學(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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