小學品德與社會課堂教學現(xiàn)狀調(diào)查研究
發(fā)布時間：2019-06-13 23:59
【摘要】：德是每個人的立足之本。立德樹人理念不僅適應世界教育改革的發(fā)展趨勢,同時也是提升我國教育國際競爭力的迫切需要。我國早就明確了立德樹人的根本任務。由于小學階段是形成終身良好行為習慣的最佳時期,因此小學品德與社會是有效進行德育教育的主要渠道之一。當前小學品德與社會是否能夠有效實施成為一個重要的課題。品德與社會是從兒童的實際生活出發(fā),運用兒童的生活進行教學,最終回歸生活的課程,是讓學生不斷改造自己,完善自己的課程。為了深入把握當前小學品德與社會的實施現(xiàn)狀,在梳理相關(guān)文獻的基礎(chǔ)上,本研究針對X小學品德與社會課堂教學進行現(xiàn)狀調(diào)查,發(fā)現(xiàn)其中現(xiàn)有優(yōu)勢和現(xiàn)存不足,探析影響教學有效性的原因,從而提出優(yōu)化小學品德與社會課堂教學的針對性策略。本研究通過文獻法、問卷調(diào)查法、訪談法等研究方法進行研究。問卷調(diào)查是從四個維度:品德與社會基本情況、課堂教學情況、課后教學效果、校外課程支持情況設置題項,以X小學三至六年級的學生和品德與社會學科教師為調(diào)查對象進行調(diào)查。通過整合訪談資料和調(diào)查數(shù)據(jù)發(fā)現(xiàn)當前X小學品德與社會課堂教學具有一定優(yōu)勢,包括:與高校合作,堅實理論后盾;學校重視德育,校園文化和諧;品德教師專業(yè)成長形式多樣;學生課外德育活動相對豐富;注重學科間的德育滲透;家、校、社三方合作,銜接互補。同時在品德與社會課堂教學中也存在一些問題,包括:部分教師不重視或占用品德課;外出培訓導致校內(nèi)教師短暫性空缺;部分教師教學方法有待提高;品德教師課后反思不足;學生上品德課動機不純;部分學生課堂參與度低;學生課堂碎片化,缺乏系統(tǒng)性等。筆者針對出現(xiàn)的問題進行原因探析,并提出了針對性建議:更新觀念:樹立正確的德育觀,正確把握品德與社會學科性質(zhì);完善制度:完善教師培訓管理體系,完善品德與社會學科監(jiān)管體系;促進學科教師專業(yè)成長:建立有效的學科教學評價體系,豐富品德與社會教學方法,加強品德教師學科反思;加強家、校、社三方合作。
[Abstract]:Virtue is the foundation of everyone. The idea of building people not only adapts to the development trend of world education reform, but also is an urgent need to enhance the international competitiveness of education in our country. Our country has long made clear the fundamental task of Lideshu people. Because the primary school stage is the best time to form the lifelong good behavior habit, the primary school moral character and the society are one of the main channels to carry on the moral education effectively. At present, whether the primary school moral character and society can be effectively implemented has become an important issue. Moral character and society are based on the actual life of children, the use of children's life for teaching, and finally return to life, is for students to constantly transform themselves and improve their own curriculum. In order to grasp the present situation of moral character and social implementation in primary school, on the basis of combing the relevant literature, this study investigates the present situation of moral character and social classroom teaching in primary school X, finds out the existing advantages and shortcomings, probes into the reasons that affect the effectiveness of teaching, and puts forward some targeted strategies for optimizing primary school moral character and social classroom teaching. This study is carried out by literature method, questionnaire survey method, interview method and other research methods. The questionnaire survey is from four dimensions: moral character and social basic situation, classroom teaching situation, after-school teaching effect, out-of-school curriculum support set questions, X primary school third to sixth grade students and moral and social subjects teachers as the survey object. Through the integration of interview data and survey data, it is found that the current moral and social classroom teaching in primary school X has certain advantages, including: cooperation with colleges and universities, solid theoretical backing; schools attach importance to moral education, campus culture harmony; moral teachers' professional growth forms are diverse; students' extracurricular moral education activities are relatively rich; pay attention to the infiltration of moral education between subjects; home, school and society cooperate and complement each other. At the same time, there are some problems in moral and social classroom teaching, including: some teachers do not attach importance to or occupy moral lessons; going out for training leads to temporary vacancies for teachers in schools; some teachers' teaching methods need to be improved; moral teachers' after-class reflection is insufficient; students' motivation to take moral lessons is not pure; some students' classroom participation is low; students' classroom fragmentation, lack of systematicness, and so on. The author probes into the causes of the problems, and puts forward some suggestions: renewing the concept: establishing the correct concept of moral education, correctly grasping the nature of moral and social disciplines; perfecting the system: perfecting the management system of teacher training, perfecting the supervision system of moral and social disciplines; promoting the professional growth of subject teachers: establishing an effective subject teaching evaluation system, enriching moral and social teaching methods, and strengthening the subject reflection of moral teachers; Strengthen tripartite cooperation among home, school and society.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.15
[Abstract]:Virtue is the foundation of everyone. The idea of building people not only adapts to the development trend of world education reform, but also is an urgent need to enhance the international competitiveness of education in our country. Our country has long made clear the fundamental task of Lideshu people. Because the primary school stage is the best time to form the lifelong good behavior habit, the primary school moral character and the society are one of the main channels to carry on the moral education effectively. At present, whether the primary school moral character and society can be effectively implemented has become an important issue. Moral character and society are based on the actual life of children, the use of children's life for teaching, and finally return to life, is for students to constantly transform themselves and improve their own curriculum. In order to grasp the present situation of moral character and social implementation in primary school, on the basis of combing the relevant literature, this study investigates the present situation of moral character and social classroom teaching in primary school X, finds out the existing advantages and shortcomings, probes into the reasons that affect the effectiveness of teaching, and puts forward some targeted strategies for optimizing primary school moral character and social classroom teaching. This study is carried out by literature method, questionnaire survey method, interview method and other research methods. The questionnaire survey is from four dimensions: moral character and social basic situation, classroom teaching situation, after-school teaching effect, out-of-school curriculum support set questions, X primary school third to sixth grade students and moral and social subjects teachers as the survey object. Through the integration of interview data and survey data, it is found that the current moral and social classroom teaching in primary school X has certain advantages, including: cooperation with colleges and universities, solid theoretical backing; schools attach importance to moral education, campus culture harmony; moral teachers' professional growth forms are diverse; students' extracurricular moral education activities are relatively rich; pay attention to the infiltration of moral education between subjects; home, school and society cooperate and complement each other. At the same time, there are some problems in moral and social classroom teaching, including: some teachers do not attach importance to or occupy moral lessons; going out for training leads to temporary vacancies for teachers in schools; some teachers' teaching methods need to be improved; moral teachers' after-class reflection is insufficient; students' motivation to take moral lessons is not pure; some students' classroom participation is low; students' classroom fragmentation, lack of systematicness, and so on. The author probes into the causes of the problems, and puts forward some suggestions: renewing the concept: establishing the correct concept of moral education, correctly grasping the nature of moral and social disciplines; perfecting the system: perfecting the management system of teacher training, perfecting the supervision system of moral and social disciplines; promoting the professional growth of subject teachers: establishing an effective subject teaching evaluation system, enriching moral and social teaching methods, and strengthening the subject reflection of moral teachers; Strengthen tripartite cooperation among home, school and society.
【學位授予單位】：河北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.15
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