本文關(guān)鍵詞：高中思想政治課堂生成性資源有效利用的策略研究　出處：《華中師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著新一輪基礎(chǔ)教育改革的進(jìn)一步推進(jìn)和教學(xué)模式的變化,課堂教學(xué)發(fā)生了很大變化,教學(xué)過(guò)程中師生互動(dòng)越來(lái)越多,學(xué)生的主體地位進(jìn)一步得到尊重,在此過(guò)程中也生成了很多新的教學(xué)資源。對(duì)其進(jìn)行有效利用,不但有助于教師素質(zhì)的提升和學(xué)生個(gè)性的發(fā)展,而且有助于思想政治課堂教學(xué)效率的提升。結(jié)合思想政治學(xué)科的特性,發(fā)現(xiàn)課堂生成性資源具有情境性、超越性、德智共生性、差異性、思想性和開(kāi)放性等特點(diǎn),其存在形式也是多樣的,從課堂生成性資源的引發(fā)因素的角度來(lái)說(shuō),思想政治課堂生成性資源主要有由“教師引導(dǎo)”引出的生成性資源、由“學(xué)生問(wèn)答”引申出的生成性資源和由“課堂突發(fā)事件”產(chǎn)生的生成性資源等多種存在形式。思想政治課堂生成性資源的有效利用,將會(huì)對(duì)思想政治教學(xué)三維目標(biāo)的實(shí)現(xiàn)、學(xué)生參與課堂的積極性、教師的授課熱情以及和諧師生關(guān)系的建立和保持等方面產(chǎn)生積極影響。但在實(shí)踐過(guò)程中,由于生成性資源自身稍縱即逝的特性、教師對(duì)其認(rèn)識(shí)不夠深刻、預(yù)設(shè)過(guò)于封閉及對(duì)其引導(dǎo)不當(dāng)?shù)仍驅(qū)е缕淞魇?使得思想政治課堂教學(xué)效率下降。課堂生成性資源的流失問(wèn)題主要表現(xiàn)為教師對(duì)課堂生成性資源的“視而不見(jiàn)”、簡(jiǎn)單壓制和一味贊賞、不促生成。課堂生成性資源的流失問(wèn)題是影響思想政治課堂教學(xué)效率提高的一個(gè)重要問(wèn)題,這一問(wèn)題的改善和解決要遵循一定的原則并采取相應(yīng)的措施。課堂生成性資源的有效利用,需要遵循“三維”目標(biāo)導(dǎo)向、主體性、開(kāi)放性與方向性相統(tǒng)一、思想性與時(shí)效性相結(jié)合等原則,并采取具體方法在教學(xué)過(guò)程中加以利用。對(duì)其有效利用的具體方法包括：理性看待課堂生成性資源,科學(xué)預(yù)設(shè)以尋找預(yù)設(shè)與生成的平衡點(diǎn),調(diào)動(dòng)學(xué)生參與課堂的熱情,發(fā)揮教師的教學(xué)機(jī)智,創(chuàng)設(shè)寬松、自然、和諧的課堂氛圍以及建立平等、合作、和諧的師生關(guān)系。
[Abstract]:With the further promotion of the new round of basic education reform and the change of teaching mode, great changes have taken place in classroom teaching. In the teaching process, more and more teachers and students interact with each other, and the main position of students is further respected. In this process, a lot of new teaching resources have been generated. The effective use of them is not only conducive to the improvement of teachers' quality and the development of students' personality. And help to improve the efficiency of ideological and political classroom teaching. Combined with the characteristics of ideological and political disciplines, we find that classroom generative resources have situational, transcendent, moral and intellectual symbiosis, difference. Ideological and open characteristics, its forms of existence are also diverse, from the perspective of classroom generative resources trigger factors. The generative resources of ideological and political classroom are mainly derived from "teacher-led". The effective use of generative resources in ideological and political classrooms, such as generative resources derived from "students' questions and answers" and generative resources generated by "classroom emergencies". It will have a positive impact on the realization of the three-dimensional goal of ideological and political teaching, the enthusiasm of students to participate in the classroom, the enthusiasm of teachers in teaching, and the establishment and maintenance of harmonious teacher-student relationship. Due to the fleeting characteristics of generative resources, teachers do not have a deep understanding of them, the presupposition is too close and the guidance to them is improper, and other reasons lead to its loss. It makes the efficiency of ideological and political classroom teaching decline. The problem of the loss of classroom generative resources is mainly manifested in teachers'"blind eye" to classroom generative resources, simple suppression and blindly appreciation. The loss of generative resources is an important problem that affects the efficiency of ideological and political classroom teaching. The improvement and solution of this problem should follow certain principles and take corresponding measures. The effective use of classroom generative resources needs to follow the "three dimensional" goal orientation, subjectivity, openness and directionality. Ideology and timeliness are combined, and concrete methods are adopted to make use of them in the teaching process. The specific methods to effectively utilize them include: to treat the classroom productive resources rationally. Scientific presupposition aims at finding a balance between presupposition and generation, arousing students' enthusiasm to participate in the classroom, giving play to teachers' teaching wit, creating a relaxed, natural and harmonious classroom atmosphere, and establishing equality and cooperation. Harmonious teacher-student relationship.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.2

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本文編號(hào)：1398053