本文選題：小學德育 + 求真理念�。� 參考：《上海師范大學》2017年碩士論文

【摘要】：小學生責任教育,即指培養(yǎng)小學生具有責任感和責任意識,并形成相應(yīng)的優(yōu)秀品質(zhì)和高尚人格的教育。1學校在“求真理念”下,以“真”為培養(yǎng)目標,以“求”為教育過程,立足于生活求真、學習求真、做人求真三個層面的教育之作為,通過課堂教學、主題教育、社會實踐等途徑,通過教師的言傳身教、學生的知行合一,讓學生在學習的過程中體驗生活、學會學習,并能自主成長為德智體美勞全面發(fā)展,能夠?qū)ψ约贺撠煛彝ヘ撠�、對他人負責、對集體負責、對社會負責的合格公民。在培養(yǎng)教育的過程中,“如何做一個有責任的人”,既是求真理念的出發(fā)點,也是培育真人的最終點。因而,求真理念下小學生責任教育的有效實施,是落實“求真”的育人目標、實現(xiàn)學生自主成長的重要途徑和具體實踐。本研究采用“文獻法”、“案例研究法”、“行動研究法”等方法,從小學生責任教育的現(xiàn)實情況和問題出發(fā),分析其成因與癥結(jié),為小學生責任教育的方案制定和實施做好理論鋪墊。在實施過程中,研究者通過“五會五做”教育框架、“三注重”基本策略和“四尚義”培養(yǎng)導(dǎo)向,融合陶行知先生的“求真理念”精髓,以“生活課程打造”為平臺在小學階段踐行責任教育。在研究中,筆者充分利用學校管理者的優(yōu)勢,從三類課程設(shè)計、德育活動序列、校園文化打造等方面,立足于“責任”的意識培養(yǎng)與行為養(yǎng)成,實踐小學生的責任教育。特別是在“課堂教學”、“主題實踐”中,研究者結(jié)合學校教育教學的實際開展情況,運用案例分析、行動研究的方法,進一步挖掘出了“求真理念”對“責任教育”活動開展所具有的指導(dǎo)意義。同時,在研究活動初步取得成效的基礎(chǔ)上,研究者做出了實踐總結(jié),提出了尚存的問題,為后續(xù)的研究與實踐提供了具有啟發(fā)性和指導(dǎo)性的思考和意見。
[Abstract]:Responsibility Education for Primary School students refers to the education of cultivating pupils' sense of responsibility and responsibility, and forming the corresponding excellent quality and noble personality. Under the concept of "seeking truth", schools take "truth" as the training goal and "seek" as the educational process. Based on the education of life, learning and life, through classroom teaching, theme education, social practice and so on, through the teaching of teachers' words and deeds, the students' unity of knowledge and action. Let students experience life in the process of learning, learn to learn, and be able to grow into a moral, intellectual, physical, and labor comprehensive development, can be responsible to their own, responsible to their families, responsible to others, collective responsibility, and responsible for the community of qualified citizens. In the process of training education, "how to be a responsible person" is not only the starting point of seeking truth, but also the final point of cultivating real person. Therefore, the effective implementation of primary school students' responsibility education under the concept of seeking truth is an important way and concrete practice to carry out the educational goal of "seeking truth" and to realize students' independent growth. This research adopts the methods of "literature method", "case study method" and "action research method" to analyze the causes and the crux of the primary school students' responsibility education from the point of view of the actual situation and problems. For primary school students responsibility education program formulation and implementation to do a good theoretical foreshadowing. In the process of implementation, the researcher combines the essence of Mr. Tao Xingzhi's "seeking truth" through the educational framework of "five meetings and five works", the "three emphasis" basic strategies and the cultivation orientation of "four Shangyi". Take "Life Curriculum Building" as the platform to practice responsibility education in primary school. In the research, the author makes full use of the advantages of school administrators, from the three kinds of curriculum design, the sequence of moral education activities, campus culture, etc., based on the "responsibility" awareness and behavior cultivation, and practice the responsibility education of primary school students. Especially in "classroom teaching" and "thematic practice", the researcher combines the actual development of school education and teaching, using the method of case analysis and action research. It further excavates the guiding significance of the idea of seeking truth for the development of responsibility education. At the same time, on the basis of the preliminary achievements of the research activities, the researcher has made a summary of practice and put forward the remaining problems, which provides enlightening and instructive thoughts and opinions for the subsequent research and practice.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G621

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本文編號：2040034