本文關(guān)鍵詞：《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的捕捉與利用　出處：《河北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 思想政治課 生活與哲學(xué) 教育時(shí)機(jī) 捕捉和利用

【摘要】：思想政治課是對(duì)中學(xué)生開展思想政治教育的主渠道,是以馬克思主義為核心,以促進(jìn)學(xué)生全面發(fā)展為己任,力求幫助學(xué)生形成良好的道德品質(zhì)和心理素質(zhì),樹立科學(xué)的世界觀、人生觀、價(jià)值觀為主要目地的課程。對(duì)作為二十一世紀(jì)社會(huì)主義現(xiàn)代化建設(shè)接班人的青年學(xué)生起著思想引領(lǐng)、信仰樹立與行為規(guī)范的重要作用,思想政治課的教學(xué)質(zhì)量和效果直接關(guān)系高中生良好思想道德的養(yǎng)成。因此,作為思想政治教師,及時(shí)地捕捉與利用思想政治課教學(xué)中的教學(xué)時(shí)機(jī)具有非常重要的作用。尤其是《生活與哲學(xué)》這塊哲學(xué)內(nèi)容比較抽象,再加上有些學(xué)生接觸較少,所以作為思想政治教師是非常有必要捕捉與利用《生活與哲學(xué)》教學(xué)中的教育時(shí)機(jī)。通過對(duì)教育時(shí)機(jī)的捕捉與利用,有利于加深學(xué)生對(duì)哲學(xué)內(nèi)容的認(rèn)識(shí),從而提升思想政治教育的實(shí)效性,為青年學(xué)生的健康發(fā)展奠定基礎(chǔ)。所以通過在有限的《生活與哲學(xué)》教學(xué)時(shí)間內(nèi)捕捉和利用教育時(shí)機(jī),來提高思想政治教育的實(shí)效性是具有現(xiàn)實(shí)意義的研究課題。本文將教育時(shí)機(jī)理論應(yīng)用到《生活與哲學(xué)》教學(xué)中,結(jié)合了《生活與哲學(xué)》教學(xué)的實(shí)際,從理論出發(fā)同時(shí)回歸教學(xué)實(shí)踐。探討了《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的內(nèi)涵、特點(diǎn)、分類、意義、原則以及在《生活與哲學(xué)》教學(xué)中的具體運(yùn)用,并在此基礎(chǔ)上提出了《生活與哲學(xué)》教學(xué)中捕捉和利用教育時(shí)機(jī)的具體方法。旨在通過這次研究能更好地在《生活與哲學(xué)》教學(xué)中捕捉與利用教育時(shí)機(jī),為今后自己成為一名合格的思想政治教師奠定基礎(chǔ)。本文共分三部分:第一部分:概述《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的相關(guān)理論,包括教育時(shí)機(jī)的含義、《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的含義、《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的特點(diǎn),并且對(duì)《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的三個(gè)特點(diǎn)進(jìn)行了具體的闡釋。教育時(shí)機(jī)是客觀存在的,不以人的意志為轉(zhuǎn)移,是可以被人捕捉且能被人們所利用的,并且在此基礎(chǔ)上人們可以根據(jù)已有的知識(shí)經(jīng)驗(yàn)對(duì)其進(jìn)行再創(chuàng)造和再開發(fā)。第一部分也闡述了《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的分類,分別是理論傳授中的教育時(shí)機(jī)、師生交往中的教育時(shí)機(jī)以及突發(fā)偶發(fā)事件引發(fā)的教育時(shí)機(jī)。在《生活與哲學(xué)》教學(xué)中教師應(yīng)該正確并及時(shí)把握和利用教育時(shí)機(jī)的出現(xiàn),提高課堂教學(xué)效果。第二部分:分析和總結(jié)了《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)捕捉與利用的意義,并對(duì)其意義進(jìn)行了三個(gè)方面的闡述。首先,有利于促進(jìn)學(xué)生思維的發(fā)展。新課程理念一直提倡應(yīng)該以教師為主導(dǎo),以學(xué)生為主體,來調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。思想政治教師如果能夠正確的捕捉與利用教育時(shí)機(jī),不僅能夠促進(jìn)學(xué)生的發(fā)散思維,而且還能進(jìn)一步鍛煉學(xué)生的抽象邏輯思維。其次,有利于提升教師的教學(xué)素養(yǎng)。教育時(shí)機(jī)的捕捉與利用不僅可以強(qiáng)化教師的教育時(shí)機(jī)意識(shí),為《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的捕捉與利用奠定基礎(chǔ),還可以提高教師的教學(xué)素養(yǎng),從而提高教師的教學(xué)能力。最后,有利于實(shí)現(xiàn)教學(xué)最優(yōu)化。通俗地講,教學(xué)最有優(yōu)化就是利用最少的時(shí)間取得最大的教學(xué)效果,思想政治教師在《生活與哲學(xué)》教學(xué)中善于捕捉與利用教育時(shí)機(jī)可以提高教學(xué)效果,不斷實(shí)現(xiàn)教學(xué)最優(yōu)化。第三部分:結(jié)合前面對(duì)《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的含義、特點(diǎn)以及意義的分析,以《生活與哲學(xué)》教學(xué)內(nèi)容為例,闡述了思想政治教師在《生活與哲學(xué)》教學(xué)過程中捕捉和利用教育時(shí)機(jī)的原則和策略。思想政治教師在《生活與哲學(xué)》教學(xué)中對(duì)教育時(shí)機(jī)的捕捉與利用要堅(jiān)持啟發(fā)誘導(dǎo)、及時(shí)施教以及動(dòng)態(tài)發(fā)展的原則。在此原則基礎(chǔ)上,對(duì)教育時(shí)機(jī)在《生活與哲學(xué)》教學(xué)中捕捉與利用的方法進(jìn)行了研究。要做到研究學(xué)生的興趣點(diǎn),吸引學(xué)生的注意力,激勵(lì)學(xué)生積極參與,培養(yǎng)學(xué)生對(duì)哲學(xué)的興趣。研究學(xué)生的疑難點(diǎn),幫助學(xué)生解答疑惑。高三學(xué)生有了自己的認(rèn)知,但是缺乏一定的社會(huì)經(jīng)驗(yàn),學(xué)生已形成的認(rèn)知可能會(huì)與《生活與哲學(xué)》當(dāng)中的理論知識(shí)產(chǎn)生沖突,所以要研究學(xué)生的沖突點(diǎn),幫助學(xué)生糾正錯(cuò)誤的觀念。以及研究學(xué)生的疑難點(diǎn),促進(jìn)學(xué)生能力的提高,從而達(dá)到情感升華,為今后的學(xué)習(xí)生活奠定基礎(chǔ)。
[Abstract]:The ideological and political course is the main channel to carry out ideological and political education of middle school students, is in the Marx doctrine as the core, to promote the all-round development of students as their responsibility, and strive to help students form good moral quality and psychological quality, as the main purpose of the course set up the scientific world outlook, outlook on life and values. As a successor to the socialist modernization in twenty-first Century, young students play an important role in ideological guidance, belief establishment and behavior norms. The quality and effect of Ideological and political teaching is directly related to the cultivation of high school students' good morality. Therefore, as a ideological and political teacher, it is very important to catch and use the opportunity of teaching in the ideological and political course in time. In particular, the philosophy of life and philosophy is abstract, and some students are less exposed. Therefore, as an ideological and political teacher, it is very necessary to capture and make use of the opportunity of education in "life and philosophy" teaching. By capturing and utilizing educational opportunities, we can help students deepen their understanding of philosophical content, so as to enhance the effectiveness of Ideological and political education and lay a solid foundation for the healthy development of young students. Therefore, it is a practical research topic to improve the effectiveness of Ideological and political education by capturing and utilizing educational opportunity in the limited time of life and philosophy. This paper applies the theory of educational opportunity to the teaching of life and philosophy, combined with the reality of life and philosophy teaching, and starts from theory to return to teaching practice. Discussion on the "life and philosophy" in the teaching of education opportunity connotation, characteristics, classification, significance, principle and the "life and philosophy" in the teaching practice, and put forward the "specific methods to capture and use the opportunity of education life and philosophy" in teaching. The purpose of this study is to better capture and utilize educational opportunities in the teaching of life and philosophy, and lay the foundation for becoming a qualified ideological and political teacher in the future. This paper is divided into three parts: the first part: the overview of relevant theories of educational opportunity "life and philosophy" in teaching, including the meaning of the education opportunity, "life and philosophy" in the teaching of education opportunity, meaning "life and philosophy" in the teaching of education opportunity characteristics, and three characteristics of "life and philosophy" education the teaching time to carry on the concrete explanation. The opportunity of education is objective existence. It is not able to be transferred by human will. It can be captured by people and can be used by people. On this basis, people can recreate and redevelop it based on existing knowledge and experience. The first part also expounds the classification of educational opportunities in life and philosophy teaching, which are the timing of education, the timing of education in teacher-student interaction, and the educational opportunity caused by unexpected incidents. In the teaching of life and philosophy, teachers should correctly and timely grasp and make use of the opportunity of education to improve the effect of classroom teaching. The second part is to analyze and summarize the significance of the capture and use of the opportunity of education in the teaching of life and philosophy, and to explain the significance of it in three aspects. First of all, it is beneficial to promote the development of students' thinking. The new curriculum concept has always advocated that teachers should be taken as the dominant and students as the main body to mobilize the students' enthusiasm for learning. If ideological and political teachers can correctly capture and utilize educational opportunities, they can not only promote students' divergent thinking, but also further exercise students' abstract logical thinking. Secondly, it is beneficial to improve the teaching quality of teachers. The capture and utilization of educational opportunity can not only enhance teachers' awareness of educational opportunities, but also lay a foundation for capturing and utilizing educational opportunities in life and philosophy teaching, and also improve teachers' teaching quality, so as to improve teachers' teaching ability. Finally, it is beneficial to the realization of the optimization of teaching. Popularly speaking, the best way to optimize teaching is to maximize the teaching effect by using the least time. Teachers in ideology and politics are good at capturing and utilizing educational opportunity in teaching life and philosophy, so that teaching effect can be improved and teaching optimization can be realized. The third part: according to "life and philosophy" in the teaching of education opportunity the meaning, characteristics and significance of the analysis, the teaching content "life and philosophy" as an example, discusses the ideological and political teachers to capture and use the principle and strategy of the education opportunity in "life and philosophy" in the teaching process. In the teaching of life and philosophy, ideological and political teachers should adhere to the principles of inspiration, timely teaching and dynamic development. On the basis of this principle, the method of catching and utilizing the opportunity of education in the teaching of life and philosophy is studied. It is necessary to study the interest of the students, attract the attention of the students, encourage the students to participate actively, and cultivate the students' interest in philosophy. Study the difficult points of the students and help the students to answer the doubts. Senior three students have their own cognition, but lack of certain social experience. The cognition that students have formed may conflict with the theoretical knowledge in life and philosophy. Therefore, we should study students' conflict points and help students to correct their wrong ideas. And study the difficult point of the students, promote the improvement of students' ability, so as to achieve emotional sublimation and lay the foundation for future study and life.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 朱玉燕;應(yīng)抓住孩子犯錯(cuò)這個(gè)絕佳的教育時(shí)機(jī)[J];學(xué)前教育研究;2002年01期

2 李新紅,劉桂華;教育時(shí)機(jī)——教育的一個(gè)理念——評(píng)胡志剛教授的《教育時(shí)機(jī)論》[J];哈爾濱學(xué)院學(xué)報(bào)(教育);2002年12期

3 楊金良;善于把握現(xiàn)實(shí)的稍縱即逝的教育時(shí)機(jī)[J];當(dāng)代教育科學(xué);2003年06期

4 黃政;;如何把握好教育時(shí)機(jī)?[J];教育科學(xué)論壇;2006年03期

5 盼盼;;怎樣選擇最佳教育時(shí)機(jī)[J];家庭護(hù)士;2007年10期

6 馮香琴;;淺議教育時(shí)機(jī)[J];法制與社會(huì);2009年14期

7 劉運(yùn)文;;捕捉有利的教育時(shí)機(jī)[J];人民教育;1990年11期

8 趙志平;掌握學(xué)生心態(tài)　捕捉教育時(shí)機(jī)[J];遼寧高等教育研究;1996年05期

9 李景峰;捕捉教育時(shí)機(jī)[J];河南教育;2004年07期

10 穆紫;把握家庭教育時(shí)機(jī)系列講座(三) 當(dāng)孩子厭學(xué)的時(shí)候[J];家庭教育;2004年03期

相關(guān)重要報(bào)紙文章 前5條

1 關(guān)鴻羽;家長要善于抓住教育時(shí)機(jī)[N];華夏時(shí)報(bào);2001年

2 宋志萍;抓住教育孩子的最佳時(shí)機(jī)[N];中國老年報(bào);2003年

3 劉麗萍;捕捉最佳教育時(shí)機(jī)[N];中國教師報(bào);2003年

4 王興用 潘祝慶;8734部隊(duì)狠抓機(jī)關(guān)作風(fēng)轉(zhuǎn)變[N];人民武警;2006年

5 本報(bào)記者 辛成;讓愛融入教育[N];銅川日?qǐng)?bào);2009年

相關(guān)碩士學(xué)位論文 前1條

1 楊柳聰;《生活與哲學(xué)》教學(xué)中教育時(shí)機(jī)的捕捉與利用[D];河北師范大學(xué);2017年

，

本文編號(hào)：1339262