【摘要】：新課程改革旨在大力推進(jìn)素質(zhì)教育,培養(yǎng)學(xué)生的終生學(xué)習(xí)能力,激發(fā)學(xué)生的學(xué)習(xí)興趣,養(yǎng)成良好的學(xué)習(xí)習(xí)慣,重視學(xué)生的個(gè)體差異,提升學(xué)生的主動(dòng)性,全面促進(jìn)素質(zhì)培養(yǎng),因此,轉(zhuǎn)變過往傾倒式的灌輸方式,運(yùn)用問題教學(xué)法,充分有效地發(fā)揮應(yīng)有的引導(dǎo)功能,實(shí)現(xiàn)新課程改革的培養(yǎng)目標(biāo)已經(jīng)成為一個(gè)迫切的任務(wù)。問題教學(xué)法,就是以問題為載體并貫穿整個(gè)教學(xué)過程,使學(xué)生在設(shè)問和釋問的過程中萌生自主學(xué)習(xí)的動(dòng)機(jī)和欲望,進(jìn)而逐漸養(yǎng)成自主學(xué)習(xí)的習(xí)慣,并在實(shí)踐中不斷優(yōu)化自主學(xué)習(xí)的方法,提高自主學(xué)習(xí)能力的一種教學(xué)方法。問題教學(xué)法的意義在于有利于發(fā)揮學(xué)生主體性,培養(yǎng)創(chuàng)造性思維形成;有利于形成教學(xué)互動(dòng),促進(jìn)教師專業(yè)發(fā)展;有利于營造課堂民主性,提高課堂教學(xué)實(shí)效;有利于樹立教師觀念轉(zhuǎn)變,提高教學(xué)評(píng)價(jià)制度完善。而目前問題教學(xué)法的現(xiàn)狀主要表現(xiàn)為兩方面:一是由于缺乏問題意識(shí),學(xué)生滿足于由教材和教師提供的現(xiàn)成的標(biāo)準(zhǔn)答案,本應(yīng)是雙向互動(dòng),激蕩智慧火花的課堂被單一、沉悶所代替;二是雖有問題教學(xué)法意識(shí),但是由于缺乏理論的有效指導(dǎo),在具體操作的過程中,又重復(fù)出現(xiàn)提出問題后“包辦代替”解答,問題設(shè)計(jì)“形式化”等誤區(qū)。本文以高中思想政治課為切入點(diǎn),指出問題教學(xué)法應(yīng)該遵循雙主體原則,構(gòu)建一種以教師為主導(dǎo),以學(xué)生為主體的角色互動(dòng)的課堂教學(xué)新方式;激勵(lì)性原則,設(shè)計(jì)問題鼓勵(lì)學(xué)生不斷取得進(jìn)步,鼓勵(lì)他們?yōu)樽约旱某晒ε?多角度的欣賞學(xué)生,多元化的鼓勵(lì)學(xué)生學(xué)習(xí),滿足學(xué)生在學(xué)習(xí)成長過程中心理需求;目的性原則,解決問題是實(shí)施問題教學(xué)法的目的,引導(dǎo)學(xué)生去發(fā)現(xiàn)知識(shí)深層次的方法和思路,最后通過概括、歸納、總結(jié),達(dá)到解決問題的目的;整合性原則,在教學(xué)中應(yīng)適時(shí)地將問題和當(dāng)前課程中所學(xué)知識(shí)點(diǎn)、相關(guān)概念結(jié)合起來,注重與學(xué)生當(dāng)時(shí)的學(xué)習(xí)和生活發(fā)生必要的聯(lián)系,引導(dǎo)學(xué)生逐步擴(kuò)展知識(shí)點(diǎn),建構(gòu)新的認(rèn)知結(jié)構(gòu),幫助學(xué)生逐漸形成一個(gè)提出解決問題的整體能力。并在此基礎(chǔ)中,總結(jié)歸納出如下運(yùn)用策略:單向灌輸與雙向互動(dòng)結(jié)合、提升教師教學(xué)能力、尊重學(xué)生發(fā)展規(guī)律、創(chuàng)設(shè)教學(xué)問題情境。
[Abstract]:The new curriculum reform aims to promote quality education, cultivate students' lifelong learning ability, stimulate students' interest in learning, develop good study habits, attach importance to students' individual differences, promote students' initiative, and promote all-round quality training. Therefore, it has become an urgent task to change the way of pouring indoctrination in the past, to use problem-teaching method, to give full and effective play to its guiding function and to realize the training goal of the new curriculum reform. Question teaching method is to take the question as the carrier and run through the whole teaching process, so that the students will have the motivation and desire to learn independently in the process of asking and explaining questions, and then gradually develop the habit of autonomous learning. In practice, we constantly optimize the method of autonomous learning and improve the ability of autonomous learning. The significance of problem-teaching method lies in bringing students' subjectivity into full play, cultivating creative thinking, forming teaching interaction, promoting teachers' professional development, creating classroom democracy and improving classroom teaching effectiveness. It is helpful to set up teachers' idea change and improve teaching evaluation system. However, the present situation of problem-teaching method is mainly manifested in two aspects: first, due to the lack of problem consciousness, students are satisfied with the ready-made standard answers provided by textbooks and teachers, which are supposed to be two-way interaction, and the classroom that excites the spark of wisdom is singled out. The second one is that although there is a consciousness of problematic teaching method, however, due to the lack of effective guidance of theory, in the process of concrete operation, there are many misunderstandings such as "organizing instead of solving" and "formalizing" problem design after putting forward questions. Based on the ideological and political course in senior high school, this paper points out that the problem teaching method should follow the principle of dual subject, and construct a new way of classroom teaching, which is teacher-led and student-oriented interaction. Design problems encourage students to make continuous progress, encourage them to work hard for their own success, appreciate students from many angles, encourage students to learn from a variety of ways, and meet the psychological needs of students in the process of learning and growing up. Problem solving is the purpose of implementing problem-teaching method, guiding students to discover deep knowledge methods and ideas, finally, through generalization, induction, summing up, to achieve the purpose of problem-solving; the principle of integration, In the course of teaching, we should combine the problems with the knowledge points learned in the current curriculum, pay attention to the necessary relations with the students' study and life at that time, guide the students to expand the knowledge points and construct a new cognitive structure. Help students develop an overall ability to propose problem solving. On this basis, the following strategies are summed up: unidirectional indoctrination and two-way interaction, improving teachers' teaching ability, respecting the law of students' development, and creating teaching problem situations.
【學(xué)位授予單位】：四川師范大學(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)：2269505