發(fā)布時間：2018-03-13 22:24

  本文選題：初中道德與法治課　切入點：體悟式教學(xué)　出處：《四川師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：諸多學(xué)校、學(xué)科在教育改革的背景下開展了體悟式教學(xué)的實踐探索,積累了有益的經(jīng)驗。然而初中道德與法治課體悟式教學(xué)相關(guān)學(xué)術(shù)研究較少,針對性不強,缺乏系統(tǒng)理論指導(dǎo),一定程度上影響體悟式教學(xué)實效。本研究的開展既有利于增強初中道德與法治課體悟式教學(xué)實效,也有利于豐富和發(fā)展體悟式教學(xué)理論。通過查閱國內(nèi)外體悟式教學(xué)相關(guān)研究的文獻,對體悟式教學(xué)進行理論梳理,主要體現(xiàn)在文獻綜述及馬克思主義哲學(xué)等理論基礎(chǔ)的分析中,為初中道德與法治課體悟式教學(xué)實踐確立研究起點。運用訪談和問卷調(diào)查,對體悟式教學(xué)在初中道德與法治課中的應(yīng)用現(xiàn)狀進行調(diào)查與分析,發(fā)現(xiàn)體悟設(shè)計、體悟主體、體悟目標、體悟?qū)嵤�、體悟評價存在問題,并從教師、學(xué)生、評價標準三方面分析問題成因。在調(diào)查研究的基礎(chǔ)上,結(jié)合初中道德與法治課嘗試構(gòu)建了體悟式教學(xué)實施程序:體悟前的準備階段,體悟中的實施階段及體悟后的反思階段,并以初中道德與法治《走進社區(qū)》體悟式教學(xué)為例,深入分析體悟式教學(xué)實施程序,具有較強的可操作性,在實踐中增強了道德與法治課的教育實效。根據(jù)調(diào)查及體悟式教學(xué)實踐中發(fā)現(xiàn)的問題,提出體悟式教學(xué)在初中道德與法治課中的實施策略:遵循體悟式教學(xué)原則,包括學(xué)生自悟與教師導(dǎo)悟相結(jié)合,知識、能力、情感目標相統(tǒng)一,教學(xué)預(yù)設(shè)與課堂生成相統(tǒng)一;轉(zhuǎn)變教與學(xué)的觀念,重視體悟式教與學(xué);整合課程資源,豐富體悟形式;完善評價機制,衡量體悟效果;反思體悟課堂,優(yōu)化體悟策略。
[Abstract]:Under the background of educational reform, many schools and disciplines have carried out practical exploration and accumulated beneficial experience in the teaching of understanding. However, there are few academic studies related to the teaching of morality and the rule of law in junior high school. The lack of systematic theoretical guidance, to a certain extent, affects the effectiveness of cognitive teaching. The development of this study is helpful to enhance the practical effect of moral and rule of law teaching in junior high school. It is also beneficial to enrich and develop the theory of cognitive teaching. By consulting the literature of the related research on the teaching of understanding at home and abroad, we can sort out the theory of the teaching of understanding, which is mainly reflected in the literature review and the analysis of the theoretical basis of Marxist philosophy, etc. This paper establishes the research starting point for the teaching practice of moral and rule by law in junior high school. By means of interview and questionnaire, the author investigates and analyzes the present situation of the application of empathetic teaching in moral and rule of law in junior high school, and finds out that the subject of understanding design and understanding is the main body. On the basis of investigation and research, the author analyzes the causes of the problems from three aspects of teachers, students and evaluation criteria. Combined with the moral and rule of law in junior middle school, the author tries to construct the implementation procedure of understanding teaching: the preparation stage before understanding, the implementation stage before understanding, and the reflection stage after understanding, and taking the moral and rule of law in junior high school as an example, the realization teaching of "walking into the community" is taken as an example. Deeply analyzing the implementation procedure of empathetic teaching has strong maneuverability, and strengthens the teaching effect of morality and rule of law in practice. According to the problems found in the teaching practice of investigation and understanding, This paper puts forward the implementation strategies of empathic teaching in moral and rule of law in junior middle school: following the principle of empathetic teaching, including the combination of students' self-awareness and teachers' guidance, the unity of knowledge, ability and emotional goal, and the unity of teaching presupposition and classroom generation; We should change the concept of teaching and learning, attach importance to the teaching and learning of understanding, integrate curriculum resources, enrich the form of understanding, improve the evaluation mechanism, measure the effect of understanding, reflect on the classroom of understanding, and optimize the strategy of understanding.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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本文編號：1608385