本文關鍵詞：社會熱點問題在高中思想政治課教學中的應用研究　出處：《淮北師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 社會熱點問題 高中思想政治課 教學 實效

【摘要】：高中是學生成長和發(fā)展的重要階段,國內外多元意識形態(tài)對高中生的思想觀念及價值判斷形成一定的沖擊。高中思想政治課是高中生必修的課程之一,作為高中階段思想政治教育的主要手段,擔負著傳播政治理論知識、培養(yǎng)高中生正確的價值觀念、提高學生綜合素質的重大使命,這就需要教師運用思想政治課對高中生進行思想政治教育,提高高中生辨別是非的能力,提升綜合素養(yǎng)。社會熱點問題是特定時期內備受人們關注、并引起社會反響的國內外事件和問題,涉及政治、經濟、文化等各個領域的內容,而高中思想政治課即是社會生活問題與現象的理論升華,因此,教師可以運用社會熱點問題輔助高中思想政治課的教學,以提升思想政治課的教學效果。根據調查結果顯示,目前高中思想政治課整體效果不好。由于課程自身的內容抽象,學生理解起來有一定難度。此外,教師的教學方法單一,課程內容的講解與現實生活聯系的不夠密切,使得高中思想政治課缺乏趣味,學生思想政治課的學習積極性不高,導致高中生思想政治課的學習興趣不足,效率低下。社會熱點問題源于社會生活,與學生生活息息相關,更容易引起學生的關注和興趣。當前科技網絡的迅猛發(fā)展,為人們接觸并獲取社會熱點問題提供了便捷的途徑。因此,文章主要探討教師運用社會熱點問題進行思想政治課教學的相關問題,以期發(fā)揮思想政治課的實效性,塑造學生正確的價值觀念,提高參與現代社會生活的能力,進而促進學生的全面發(fā)展。文章以社會熱點問題為切入點,對社會熱點問題的相關內容進行闡述,尋找社會熱點問題與高中思想政治課教學的契合點,論證社會熱點問題運用到高中思想政治課中的可行性及必要性。在調查分析的基礎上,總結目前高中生思想政治課學習及教師運用社會熱點問題進行教學存在的問題:對社會熱點問題的重視不足、社會熱點問題的運用不當、運用社會熱點問題的手段單一等,并深度剖析問題產生的原因。首先,應試教育觀念沒有改變。其次,教師專業(yè)素養(yǎng)有待提高。最后,高中生思想政治課的學習缺乏主動性和自覺性。文章最后一部分內容,依據調查結果提出具體的解決策略,包括課前、課中及課后三個間斷中教師如何更好的運用社會熱點問題進行高中思想政治課的教學。同時,教師選取社會熱點問題時應遵循相應的原則:尊重學生的興趣原則,師生互動的原則,社會熱點問題符合教學內容的原則以及正確的導向性原則,以此期望切實實現提高高中思想政治課實效的目標,為其他的教育工作者提供啟示和借鑒。
[Abstract]:High school is an important stage of students' growth and development. The multiple ideologies at home and abroad have a certain impact on high school students' ideology and value judgment. High school ideological and political course is one of the required courses for senior high school students. As the main means of ideological and political education in senior high school, it shoulders the important mission of spreading political theory knowledge, cultivating correct values of high school students and improving students' comprehensive quality. This requires teachers to use ideological and political classes to carry out ideological and political education to improve the ability of high school students to distinguish between right and wrong and to improve comprehensive literacy. And cause social repercussions of domestic and foreign events and problems, involving political, economic, cultural and other fields of content, and high school ideological and political course is the theoretical sublimation of social life problems and phenomena, so. Teachers can use social hot issues to assist high school ideological and political teaching, in order to improve the teaching results of ideological and political courses. According to the survey results show. At present, the overall effect of high school ideological and political lesson is not good. Because of the abstract content of the course itself, it is difficult for students to understand it. In addition, the teaching method of teachers is single. The explanation of the content of the curriculum is not closely related to the real life, which makes the high school ideological and political lesson lack of interest, and the students' enthusiasm is not high, which leads to the lack of interest in the study of the high school students' ideological and political course. Low efficiency. Social hot issues originated from social life, closely related to the life of students, more likely to cause concern and interest of students. At present, the rapid development of science and technology network. For people to contact and access to social hot issues provide a convenient way. Therefore, the article mainly discusses the teachers use social hot issues in ideological and political teaching related issues. In order to give full play to the effectiveness of ideological and political courses, shape the correct values of students, improve the ability to participate in modern social life, and then promote the all-round development of students. On the social hot issues related to the content, to find the social hot issues and senior high school ideological and political teaching points of convergence. To demonstrate the feasibility and necessity of applying social hot issues to high school ideological and political courses. On the basis of investigation and analysis. Summary of the current high school students' ideological and political lesson learning and teachers use social hot issues in teaching problems: insufficient attention to social hot issues, the use of social hot issues improperly. The use of social hot issues single means, and in-depth analysis of the causes of the problem. First, the concept of examination-oriented education has not changed. Secondly, teachers' professional quality needs to be improved. Finally. High school students lack of initiative and awareness of the study of ideological and political courses. The last part of the article, according to the results of the investigation put forward specific solutions, including pre-class. In class and after the three breaks in the teachers how to better use the social hot issues for high school ideological and political teaching. At the same time. Teachers should follow the corresponding principles when selecting social hot issues: respecting the interests of students, the principle of teacher-student interaction, the principle of social hot issues in accordance with the principles of teaching content and correct guiding principles. In this way, we hope to realize the goal of improving the effectiveness of ideological and political course in senior high school, and provide enlightenment and reference for other educators.
【學位授予單位】：淮北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.2

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