本文選題：思想政治課 + 先學(xué)后教�。� 參考：《廣西師范大學(xué)》2014年碩士論文

【摘要】：課堂教學(xué)改革是課程改革的核心與關(guān)鍵。關(guān)注課堂已成為世界教育范圍內(nèi)的共識。所以,有人稱21世紀(jì)是“課堂革命”的世紀(jì)。課堂如此重要,但當(dāng)追問“課堂到底是什么”的時候,我們又往往感到困惑。特別是作為一線的教師,在接受諸多先進(jìn)教育教學(xué)理論的時候,往往也有變革課堂的沖動,而當(dāng)再次踏進(jìn)課堂的時候,卻又不知何去何從。無奈之中,再次走起了傳統(tǒng)課堂教學(xué)的老路。這就需要我們在關(guān)注課堂教學(xué)的“應(yīng)然分析”時,也應(yīng)注目于課堂教學(xué)的應(yīng)用性研究。 “思想政治課‘先學(xué)后教,當(dāng)堂訓(xùn)練’教學(xué)模式研究與實(shí)踐”一文,基于課堂應(yīng)是師生之間交往與互動的場所、應(yīng)是引導(dǎo)學(xué)生發(fā)展的場所、應(yīng)是探究知識的場所、應(yīng)是師生心靈與心靈對話的場所等認(rèn)知,審視傳統(tǒng)課堂教學(xué)弊端,通過對學(xué)生包括生活世界、生命價值等多個方面的關(guān)注,而對課堂進(jìn)行的重構(gòu)。該教學(xué)模式,在思想上充分相信學(xué)生,在教學(xué)行為上充分依靠學(xué)生,在課堂教學(xué)上始終把學(xué)生當(dāng)作學(xué)習(xí)的主人。在實(shí)際的教學(xué)中,以“先學(xué)后教”、“少教多學(xué)”、“以學(xué)定教”等理念為引領(lǐng),加強(qiáng)教學(xué)的針對性,依據(jù)學(xué)生學(xué)習(xí)中存在的問題進(jìn)行教學(xué)；強(qiáng)調(diào)參與性,讓課堂成為學(xué)生主動獲取知識的場所；強(qiáng)調(diào)持續(xù)性,通過課堂教學(xué)發(fā)展自我,增強(qiáng)能力。學(xué)生在課堂教學(xué)中擔(dān)負(fù)重要角色,學(xué)習(xí)真正成為課堂教學(xué)的中心。 在研究與實(shí)踐的過程中,以馬克思主義哲學(xué)的辯證法、認(rèn)識論為理論基礎(chǔ),依托“遷移規(guī)律”和“最近發(fā)展區(qū)理論”和布盧姆的“掌握學(xué)習(xí)”理論,逐步推進(jìn)思想政治課堂教學(xué)變革。通過文獻(xiàn)分析、教學(xué)實(shí)驗、問卷調(diào)查、師生訪談等方法,對思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式進(jìn)行了系統(tǒng)的研究與實(shí)踐。 論文共分為五大部分：第一部分主要是闡述思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式研究的選題緣由、理論依據(jù)及現(xiàn)實(shí)意義。選題緣由主要介紹了課堂教學(xué)研究的國內(nèi)外現(xiàn)狀及思想政治課堂變革的必要性。同時,介紹了思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式研究與實(shí)踐的哲學(xué)基礎(chǔ)、心理學(xué)及教學(xué)論基礎(chǔ)。而對于論文研究與實(shí)踐的現(xiàn)實(shí)意義則是從有利于優(yōu)化思想政治課堂教學(xué)、完善思想政治課教師素質(zhì)、適應(yīng)素質(zhì)教育要求培養(yǎng)創(chuàng)新人才、提高思想政治課教學(xué)質(zhì)量等方面論述。第二部分主要是界定思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式的涵義,分別對“模式與教學(xué)模式”、“思想政治學(xué)科教學(xué)模式”、“思想政治課‘先學(xué)后教,當(dāng)堂訓(xùn)練’教學(xué)模式”作出界定。同時,從“以學(xué)定教”、“教師少講”、“學(xué)生教學(xué)生”、“讓學(xué)生充分動起來”、“讓學(xué)生保持高度緊張”等角度分析該教學(xué)模式的特點(diǎn)。第三部分則是介紹思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式的操作方式及遵循的原則。操作方式方面主要分成“先學(xué)”之前明確教學(xué)目標(biāo)、指導(dǎo)學(xué)生自學(xué)、教師巡視、檢測自學(xué)效果、引導(dǎo)學(xué)生更改錯誤,指導(dǎo)學(xué)生學(xué)會運(yùn)用、當(dāng)堂訓(xùn)練等共六個環(huán)節(jié)來分別予以論述。上述操作原則主要體現(xiàn)了學(xué)生主體性、教師主導(dǎo)性、課堂效率性等原則。第四部分以人教版高中思想政治《經(jīng)濟(jì)生活》內(nèi)容教學(xué)為例,來具體實(shí)踐思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式。并通過實(shí)驗班與對照班的比較,來認(rèn)識學(xué)生學(xué)習(xí)自主性、學(xué)習(xí)興趣、學(xué)習(xí)成績等方面所帶來的變化。第五部分是思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式實(shí)施過程中應(yīng)注意的幾個問題,包括要堅持共性與個性的統(tǒng)一、要分清自主學(xué)習(xí)與自學(xué)的關(guān)系、要適時地監(jiān)督與介入合作學(xué)習(xí)、要設(shè)計高質(zhì)量的問題等。 本文關(guān)于思想政治課“先學(xué)后教,當(dāng)堂訓(xùn)練”教學(xué)模式研究與實(shí)踐證明：該教學(xué)模式能夠大面積提高思想政治課教學(xué)質(zhì)量,從根本上減輕學(xué)生的課外學(xué)習(xí)負(fù)擔(dān),對于推進(jìn)素質(zhì)教育,以及推進(jìn)課堂教學(xué)改革來說,均是一種有效的方式。因為此教學(xué)模式解放了學(xué)生的學(xué)習(xí)力,喚醒了包括后進(jìn)生在內(nèi)的每一位同學(xué)在學(xué)習(xí)上的自信和尊嚴(yán)；煥發(fā)了課堂的生命活力,將課堂學(xué)習(xí)的主動權(quán)還給學(xué)生,使學(xué)生成為名副其實(shí)的學(xué)習(xí)的主人,學(xué)習(xí)成為課堂中心,學(xué)生成為課堂主角；提高了課堂教學(xué)效益,課堂上大量時間的自主學(xué)習(xí)和當(dāng)堂訓(xùn)練,學(xué)生時刻保持緊張感,教師全面掌握學(xué)生,從而帶來了課堂教學(xué)的大面積豐收；創(chuàng)新了思想政治課堂教學(xué)方法,變“教師講、學(xué)生聽”這樣一種傳統(tǒng)的課堂單向信息交流活動,為師生、生生之間的多向信息交流活動,課堂教學(xué)由封閉走向開放。
[Abstract]:Classroom teaching reform is the core and key of curriculum reform. Paying attention to class has become a consensus within the scope of world education. So, it is said that twenty-first Century is the century of "classroom revolution". Classroom is so important, but when we ask "what is the classroom", we are often confused. When the theory of teaching and learning is more advanced, there are often the impulses to change the classroom. But when we step into the classroom again, they do not know what to do. In the middle of the classroom, the old way of traditional classroom teaching is again. This requires us to pay attention to the application study of classroom teaching when we pay attention to the "ought to analyze" in the classroom teaching.
"The ideological and political course" first learning and post teaching, the study and practice of teaching mode in the classroom, based on the classroom should be the place of communication and interaction between teachers and students, should be the place to guide the development of students, should be the place to explore the knowledge, should be the place of the dialogue between the mind and the soul of the teachers and students, examine the disadvantages of the traditional classroom teaching, and through the study Life includes life world, life value and many other concerns, and reconstructs the classroom. The teaching mode fully believes in students, fully relies on students in teaching behavior, and always regards students as the master of learning in class teaching. In the actual teaching, "learn first after teaching", "less teaching and more learning", "learning to learn" Guiding the teaching, strengthening the pertinence of teaching, teaching in accordance with the problems existing in the students' learning, emphasizing participation, making the classroom a place for students to acquire knowledge actively, emphasizing continuity, developing self and enhancing ability through classroom teaching. Students play an important role in class teaching and learn to become a real class. The center of teaching.
In the process of research and practice, based on the dialectics of Marx's philosophy, epistemology as the theoretical basis, relying on the "migration law" and "the theory of the recent development zone" and Bloom's "Mastery Learning" theory, the reform of Ideological and political classroom teaching is progressively promoted. A systematic study and Practice on the teaching mode of "learning before teaching and training in the classroom" is carried out in the ideological and political course.
The thesis is divided into five parts: the first part mainly expounds the reason, the theoretical basis and the practical significance of the research on the teaching mode of "learning and after teaching first, and training in the hall". The reason mainly introduces the present situation at home and abroad in the classroom and the necessity of the ideological and political class reform in the classroom teaching. Meanwhile, it introduces the ideological and political course. The practical significance of the study and practice of the study and practice of the study and practice of the teaching mode of "teaching after teaching and after teaching and working in the hall" is based on the practical significance of optimizing the ideological and political classroom teaching, improving the quality of Ideological and political teachers, adapting to the requirements of quality education and cultivating innovative talents, and improving the teaching of Ideological and political courses. The second part mainly defines the meaning of the teaching mode of "learning and after teaching first, and training in the hall" in Ideological and political course, and defines "mode and teaching mode", "teaching mode of Ideological and political discipline", "Ideological and political course" first learning and post teaching and teaching mode in the hall. In the third part, the operation mode and principles of the teaching mode of "first learning and after teaching, and training in the hall" are introduced. The operation mode is divided into "first". Before learning, the fourth part mainly embodies the principles of students' subjectivity, teacher dominance, class efficiency and so on. The fourth part is based on the human teaching version. High school ideological and political "economic life >" teaching as an example, to practice the specific practice of Ideological and political lessons "teaching after teaching first, the classroom training" teaching mode. And through the comparison between the experimental class and the control class, to understand the students' learning autonomy, learning interest, learning achievements and other aspects of the change. The fifth part is the ideological and political lesson, "first learn after teaching, when to teach, when" Some problems should be paid attention to in the process of teaching the teaching model of the hall, including the unity of commonness and individuality, the relationship between self-study and self-study, the timely supervision and intervention of cooperative learning, and the design of high quality problems.
In this paper, the study and practice of the teaching mode of "first learning and post teaching and training in the hall" has proved that the teaching mode can greatly improve the quality of the teaching of Ideological and political courses, reduce the students' burden on extracurricular learning fundamentally, and it is an effective way for promoting quality education and promoting the reform of classroom teaching. Therefore, the teaching mode has liberated the students' learning ability, awakened the self-confidence and dignity of every student including the backward students, radiated the life vitality of the class, returned the initiative of the classroom learning to the students, made the students become the master of the real learning, the study became the classroom center, and the students became the main protagonists in the class. Higher classroom teaching efficiency, a large number of time independent learning and training in class, students keep a sense of tension, teachers have a full grasp of the students, thus bringing a large area of classroom teaching, innovation of Ideological and political classroom teaching methods, "teachers, students listen to" such a traditional one-way information exchange activities in the classroom, For teachers and students, multi-directional information exchange activities between students and students, classroom teaching from closed to open.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G633.2

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