【摘要】：本文是在高等教育“兩課”課改的實(shí)踐視野里研究大學(xué)生《思想道德修養(yǎng)與法律基礎(chǔ)》課的課堂教學(xué)問(wèn)題。本文以理論與調(diào)查相結(jié)合為研究原則，以文獻(xiàn)分析法、調(diào)查法為研究手段，主要對(duì)《思想道德修養(yǎng)與法律基礎(chǔ)》課探究性教學(xué)的基本問(wèn)題進(jìn)行了研究。 自2006年以來(lái)，我國(guó)對(duì)于“兩課”的教學(xué)改革給予了相當(dāng)?shù)闹匾�，鼓�?lì)高校能夠在實(shí)際教學(xué)中采用多種有效的教學(xué)方法，提高思政課的教學(xué)效果，并特別提出了可以使用探究性的教學(xué)方法。探究性的教學(xué)方法是以建構(gòu)主義理論為基礎(chǔ)的，它符合大學(xué)生的學(xué)習(xí)心理，對(duì)于解決“兩課”被邊緣化的問(wèn)題具有針對(duì)性，是一種適合在大學(xué)生《思想道德修養(yǎng)與法律基礎(chǔ)》課上使用的教學(xué)方法。 本文通過(guò)對(duì)《思想道德修養(yǎng)與法律基礎(chǔ)》課教學(xué)現(xiàn)狀的調(diào)查發(fā)現(xiàn)：在實(shí)際的《思想道德修養(yǎng)與法律基礎(chǔ)》課教學(xué)中，對(duì)探究性教學(xué)手段的使用較少；教師對(duì)學(xué)生的學(xué)習(xí)情況分析過(guò)于主觀(guān)，忽視學(xué)生學(xué)習(xí)的主動(dòng)性；教師對(duì)教學(xué)目標(biāo)的把握機(jī)械，不注意對(duì)探究過(guò)程中情感和技術(shù)目標(biāo)的設(shè)定；在教學(xué)過(guò)程中對(duì)教學(xué)內(nèi)容的選擇較為單調(diào)，缺乏探究所需要的各種文化資料；教學(xué)方法運(yùn)用單一，不注重課堂教學(xué)的問(wèn)題意識(shí)，教學(xué)互動(dòng)過(guò)少；教師對(duì)教學(xué)評(píng)價(jià)的設(shè)計(jì)也存在片面性。究其原因，從主觀(guān)上看，教師對(duì)《思想道德修養(yǎng)與法律基礎(chǔ)》課的改革缺乏信心，一些教師不具備運(yùn)用多種教學(xué)方法的能力；從客觀(guān)上看，，《思想道德修養(yǎng)與法律基礎(chǔ)》課知識(shí)量大，且教學(xué)資源有限。根據(jù)《思想道德修養(yǎng)與法律基礎(chǔ)》課的教學(xué)中出現(xiàn)的問(wèn)題和原因，建議在《思想道德修養(yǎng)與法律基礎(chǔ)》課堂教學(xué)中能夠盡可能地使用探究性的教學(xué)方法，轉(zhuǎn)變傳統(tǒng)的教學(xué)觀(guān)念，理性看待學(xué)生和課程標(biāo)準(zhǔn)，制定合理的教學(xué)目標(biāo)；在課堂教學(xué)中要注意豐富教學(xué)內(nèi)容，把握好探究程度，選擇有用的探究性教學(xué)策略和評(píng)價(jià)制度，此外，而學(xué)校也應(yīng)當(dāng)鼓勵(lì)教師進(jìn)行課堂教學(xué)的完善和改革，組織必要的教師培訓(xùn)活動(dòng)，提高教師的教學(xué)能力。 在本文的最后，根據(jù)《思想道德修養(yǎng)與法律基礎(chǔ)》課探究性教學(xué)理念，對(duì)高等教育出版社出版的《思想道德修養(yǎng)與法律基礎(chǔ)》（2010年修訂版）第二章的愛(ài)國(guó)主義教育做了實(shí)際的課堂教學(xué)設(shè)計(jì)，以期更好地詮釋《思想道德修養(yǎng)與法律基礎(chǔ)》課探究性教學(xué)理念。
[Abstract]:This paper studies the classroom teaching of "ideological and moral cultivation and legal basis" of college students from the practical perspective of the curriculum reform of "two courses" in higher education. Based on the combination of theory and investigation, and with the method of literature analysis and investigation as the research means, this paper mainly studies the basic problems of inquiry teaching in ideological and moral cultivation and legal basis. Since 2006, our country has attached great importance to the teaching reform of "two courses", encouraged colleges and universities to adopt a variety of effective teaching methods in practical teaching, improve the teaching effect of ideological and political course, and especially put forward the inquiry teaching method. The inquiry teaching method is based on constructivism theory, which accords with the learning psychology of college students, and has pertinence in solving the problem of marginalization of "two courses". It is a kind of teaching method suitable for the course of ideological and moral cultivation and legal basis of college students. Through the investigation of the present situation of the teaching of ideological and moral cultivation and legal basis, this paper finds that in the actual teaching of ideological and moral cultivation and legal basis, the use of inquiry teaching means is less; the analysis of students' learning situation by teachers is too subjective and neglects the initiative of students' learning; the teachers grasp the teaching objectives mechanically and do not pay attention to the setting of emotional and technical goals in the process of inquiry. In the process of teaching, the choice of teaching content is monotonous, lack of all kinds of cultural materials needed for inquiry, the use of teaching methods is single, does not pay attention to the problem consciousness of classroom teaching, teaching interaction is too little, teachers' design of teaching evaluation also has one-sidedness. The reason is that from a subjective point of view, teachers lack confidence in the reform of ideological and moral cultivation and legal basis, and some teachers do not have the ability to use a variety of teaching methods. Objectively, the amount of knowledge in ideological and moral cultivation and legal basis is large, and the teaching resources are limited. According to the problems and causes in the teaching of ideological and moral cultivation and legal basis, it is suggested that the exploratory teaching method should be used as much as possible in the classroom teaching of ideological and moral cultivation and legal basis, the traditional teaching concept should be changed, the students and curriculum standards should be viewed rationally, and the reasonable teaching objectives should be formulated. In classroom teaching, we should pay attention to enriching the teaching content, grasp the inquiry degree, choose the useful inquiry teaching strategy and the evaluation system, in addition, the school should also encourage the teacher to carry on the classroom teaching perfection and the reform, organize the necessary teacher training activity, improve the teacher's teaching ability. At the end of this paper, according to the inquiry teaching idea of ideological and moral cultivation and legal basis, this paper makes a practical classroom teaching design of patriotism education in Chapter II of ideological and moral cultivation and legal basis published by higher Education Publishing House (revised edition in 2010), in order to better interpret the inquiry teaching concept of ideological and moral cultivation and legal basis.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G641

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