發(fā)布時間：2018-04-20 06:01

  本文選題：積極課堂環(huán)境 + 道德與法治　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：2016年9月,人教版初中思想品德教材正式更換為《道德與法治》,新一輪的課程改革開啟。在刻板印象中,學(xué)生在本學(xué)科課堂的參與和活躍程度不高。面對教材內(nèi)容的更新和初中階段的學(xué)生特質(zhì),為踐行道德與法治課程的教育理念,結(jié)合本學(xué)科課堂現(xiàn)狀的不足,本文倡導(dǎo)師生應(yīng)致力于構(gòu)建積極課堂環(huán)境。首先,本課程的教學(xué)理念中明確提出核心是“指引青少年過積極健康的生活,做負(fù)責(zé)任的公民”,而教師與學(xué)生主要的相處就在課堂.所以,應(yīng)該從課堂上開始引導(dǎo)學(xué)生積極向上,對自己、他人和班級負(fù)責(zé),進(jìn)而將課堂體驗拓展到課堂外的生活。其次,進(jìn)入青春期的初中學(xué)生自我意識增強,獨立思維、批判精神和創(chuàng)造思維迅速發(fā)展,道德與法治課程作為初中階段專門的德育課程,督促和指引學(xué)生思想品德發(fā)展是學(xué)科的根本目的,也是本課程課堂教學(xué)的根本立足點。初中階段的青少年最渴望自由,他們的思想品德工作充滿挑戰(zhàn),但對三觀尚未形成的他們做思想品德教育又具有巨大價值。因此,作為一線陣地的道德與法治教師,面對新教材新情景,需要探究如何構(gòu)建積極課堂環(huán)境以便開展有效的德育教學(xué)。梳理總結(jié)國內(nèi)外相關(guān)研究和文獻(xiàn)后,得出了一般學(xué)科積極課堂環(huán)境的主要特質(zhì),進(jìn)而針對初中道德與法治課堂,向初一和初三年級師生展開了相關(guān)問卷調(diào)查和訪談,總結(jié)出對本學(xué)科師生所期望的積極課堂環(huán)境的主要特征,圍繞民主氛圍、教室布置、師生關(guān)系、高效紀(jì)律、課前預(yù)設(shè)、課堂生成、學(xué)生參與程度和小組合作八個維度設(shè)計了師生調(diào)查問卷。結(jié)合調(diào)查結(jié)果和文獻(xiàn)研究,師生期望初中道德與法治積極課堂環(huán)境有民主的課堂氛圍、良好的師生關(guān)系、引人入勝的情景預(yù)設(shè)、師生共同的生成這四方面特征,因良好的師生關(guān)系能為具體課堂上的民主氛圍提供情感保障。因此,本文結(jié)合在一線實踐中收集的十幾個優(yōu)秀課堂案例,從課前的情景預(yù)設(shè)、課堂的師生生成、課后營造良好師生關(guān)系三方面作分析歸納,為初中道德與法治積極課堂環(huán)境的構(gòu)建策略積累了一線經(jīng)驗,也期望對今后的進(jìn)一步探究提供積累。
[Abstract]:In September 2016, the personal Education version of the junior high school ideological and moral teaching material was formally replaced by morality and the rule of law, and a new round of curriculum reform was launched. In stereotype, students' participation and activity in the classroom are not high. In the face of the renewal of teaching materials and the characteristics of students in junior middle school, in order to practice the educational concept of moral and rule of law curriculum and to combine with the deficiency of the present classroom situation of this subject, this paper advocates that teachers and students should devote themselves to constructing an active classroom environment. First of all, the teaching concept of this course clearly points out that the core of this course is "to guide teenagers to lead a positive and healthy life and to be responsible citizens", and the main relationship between teachers and students is in the classroom. Therefore, students should be guided to be positive, responsible to themselves, others and classes, and then expand their classroom experience to life outside the classroom. Secondly, the junior middle school students who enter puberty have stronger self-consciousness, independent thinking, critical spirit and creative thinking. The moral and rule of law curriculum is a special moral education course in junior high school. Supervising and guiding students' ideological and moral development is the fundamental purpose of the subject and the fundamental foothold of the classroom teaching of this course. Young people in junior middle school yearn for freedom most, their ideological and moral work is full of challenges, but it is of great value for them to do ideological and moral education which has not yet been formed. Therefore, the teachers of morality and rule of law as the front line, facing the new teaching materials and new situations, need to explore how to build an active classroom environment in order to carry out effective moral education teaching. After combing and summarizing the relevant research and literature at home and abroad, the main characteristics of positive classroom environment of general disciplines are obtained, and then the teachers and students of grade one and grade three are investigated and interviewed according to the moral and rule of law classroom in junior high school. Summarizes the main characteristics of the positive classroom environment expected by teachers and students of the subject, focusing on the democratic atmosphere, classroom layout, teacher-student relations, efficient discipline, pre-class presupposition, classroom generation, Student participation and group cooperation in eight dimensions designed a questionnaire for teachers and students. Combined with the investigation results and literature research, teachers and students expect a democratic classroom atmosphere, a good teacher-student relationship, an attractive scenario presupposition, and a common generation of teachers and students in a positive classroom environment of junior high school ethics and rule of law. Good teacher-student relationship can provide emotional protection for the democratic atmosphere in the classroom. Therefore, combined with a dozen excellent classroom cases collected in the first line of practice, this paper analyzes and concludes from three aspects: the preset of the situation before class, the generation of teachers and students in the classroom, and the building of a good teacher-student relationship after class. It accumulates the experience of constructing positive classroom environment of moral and rule by law in junior high school and expects to provide accumulation for further exploration in the future.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.2

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本文編號：1776527