【摘要】：隨著教育改革的深入,教育開(kāi)始越來(lái)越重視“以人為本,知行統(tǒng)一”的科學(xué)教育發(fā)展理念,在當(dāng)今這個(gè)政治、經(jīng)濟(jì)、文化等領(lǐng)域急劇變化發(fā)展的復(fù)雜環(huán)境下,德育的實(shí)效性低下被很多人認(rèn)為是不爭(zhēng)的事實(shí),尤其是初一學(xué)生剛剛踏入中學(xué)階段,對(duì)一切新鮮事物都很好奇,而且模仿力極強(qiáng),因此很容易受到來(lái)自家庭、學(xué)校、社會(huì)等各方面不良因素的腐蝕。導(dǎo)致學(xué)生理論與實(shí)踐相脫離,知行不統(tǒng)一的道德滑坡現(xiàn)象。所以要把握初一學(xué)生的身心發(fā)展規(guī)律,找出影響初一學(xué)生思想品德素質(zhì)知行不統(tǒng)一的各種因素,不斷的研究探索如何才能使學(xué)生的道德認(rèn)知和道德行為很好的統(tǒng)一起來(lái)。對(duì)此問(wèn)題的探究無(wú)疑具有深遠(yuǎn)的意義。本文嘗試通過(guò)對(duì)所在實(shí)習(xí)單位敖吉中學(xué)初一思想品德課教師和學(xué)生的談話,深入了解了初一學(xué)生思想品德的現(xiàn)狀,為研究初一學(xué)生思想品德知行不統(tǒng)一問(wèn)題奠定了一定的現(xiàn)實(shí)基礎(chǔ)。本文同時(shí)重視理論的學(xué)習(xí),收集相關(guān)的德育知行統(tǒng)一的研究資料,并進(jìn)行歸納整理,全面的了解這個(gè)課題的研究概況,進(jìn)行相關(guān)理論及專(zhuān)業(yè)課知識(shí)的學(xué)習(xí),最終為本課題的研究找到切入點(diǎn)。本文介紹了知行的相關(guān)概念,對(duì)知與行的內(nèi)涵、知行的關(guān)系以及知行統(tǒng)一的標(biāo)準(zhǔn)等進(jìn)行了詳細(xì)的闡釋,由于本課題的主要研究對(duì)象是初一學(xué)生,在思想品德教育中遵循知行統(tǒng)一理念無(wú)論是對(duì)學(xué)生還是對(duì)學(xué)校都具有重要的作用。通過(guò)我在敖吉中學(xué)實(shí)習(xí)期間對(duì)初一學(xué)生日常行為的觀察以及與初一班主任和思品課老師談話交流中總結(jié)出,在實(shí)際生活中初一學(xué)生思想品德知行不統(tǒng)一的表現(xiàn)有四個(gè)方面:高知低行、知而不行、知行悖離、知易行難。針對(duì)這些知行不統(tǒng)一的表現(xiàn)進(jìn)一步分析了產(chǎn)生的各方面原因,既有學(xué)生自身身心發(fā)展規(guī)律的影響,也有家庭、學(xué)校、社會(huì)以及環(huán)境等各方面因素的影響。通過(guò)以上對(duì)初一學(xué)生思想品德知行不統(tǒng)一的現(xiàn)象及原因分析,提出了相應(yīng)的解決對(duì)策,分別從學(xué)校、教師、家庭、社會(huì)以及環(huán)境等方面提出建設(shè)性意見(jiàn)和對(duì)策。只有家庭、學(xué)校、社會(huì)三方形成合力,才能創(chuàng)造一個(gè)良好的有益于學(xué)生健康成長(zhǎng)的環(huán)境。
[Abstract]:With the deepening of educational reform, education began to pay more and more attention to the concept of "people-oriented, unified knowledge and practice". In today's complex environment of rapid change and development in the political, economic, cultural and other fields, The low effectiveness of moral education is regarded by many people as an indisputable fact, especially the junior high school students have just entered the middle school stage, are curious about all new things, and have strong imitating power, so they are vulnerable to come from family and school. Corrosion of adverse factors in society and other aspects. As a result, students' theory and practice are separated from each other, and the moral decline phenomenon is that the knowledge and practice are not unified. Therefore, we should grasp the law of physical and mental development of junior high school students, find out all kinds of factors that affect the ideological and moral quality of junior high school students, and constantly study and explore how to unify students' moral cognition and moral behavior. The exploration of this problem is undoubtedly of far-reaching significance. This paper attempts to understand the present situation of the ideological and moral character of junior high school students by talking to the teachers and students of Grade 1 ideological and moral course in Aoji Middle School, where the internship unit is located. It lays a certain realistic foundation for the study of the disunity of ideological and moral knowledge and practice of junior high school students. At the same time, this paper pays attention to the theoretical study, collects the relevant moral education knowledge and practice unified research data, and carries on the induction and collation, comprehensively understands the research general situation of this topic, carries on the related theory and the specialized course knowledge study, Finally, find the entry point for the research of this topic. This paper introduces the related concepts of knowledge and practice, and explains in detail the connotation of knowledge and practice, the relationship between knowledge and practice, and the unified standard of knowledge and practice, because the main research object of this subject is the first year of junior high school students. It plays an important role in ideological and moral education to follow the idea of unity of knowledge and practice, both for students and for schools. Through my observation of the daily behavior of junior high school students during my internship in Aoji Middle School and my conversation with the director of junior high school and the teacher of thinking class, In real life, there are four aspects in which the ideological and moral knowledge and practice of junior high school students are not unified: high knowledge and low performance, knowing but not doing, knowing and doing contrary to each other, knowing is easy to do and difficult to do. In view of these disunity of knowledge and practice, this paper further analyzes the causes, not only the influence of students' own physical and mental development law, but also the influence of family, school, society and environment and other factors. Based on the above analysis of the phenomena and causes of the disunity of ideological and moral knowledge and practice of junior high school students, this paper puts forward some corresponding countermeasures, and puts forward some constructive suggestions and countermeasures from the aspects of school, teachers, family, society and environment, etc. Only when the family, school and society form a joint force can we create a good environment conducive to the healthy growth of students.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.2

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本文編號(hào)：2477996