本文關(guān)鍵詞：思想政治課“問題—探究”教學(xué)模式的研究與實(shí)踐　出處：《東北師范大學(xué)》2005年碩士論文　論文類型：學(xué)位論文

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【摘要】： 21世紀(jì)社會(huì)信息化和知識(shí)經(jīng)濟(jì)對(duì)教育提出了前所未有的變革要求。聯(lián)合國(guó)教科文組織在《教育——財(cái)富蘊(yùn)藏其中》的研究報(bào)告中指出,教育應(yīng)當(dāng)為人的一生幸福做好準(zhǔn)備,未來教育的四大支柱是通過教育使學(xué)生學(xué)會(huì)認(rèn)識(shí)、學(xué)會(huì)做事、學(xué)會(huì)生活、學(xué)會(huì)生存。終身教育的理念不是要求教育為學(xué)生提供更多的知識(shí),而是讓學(xué)習(xí)者更多地掌握學(xué)習(xí)的方法與途徑,真正使他們漸入“會(huì)學(xué)”境界,學(xué)會(huì)學(xué)習(xí)。 長(zhǎng)期以來,我們的教育教學(xué)中存在學(xué)生創(chuàng)新精神不足,實(shí)踐能力較差、學(xué)習(xí)方式單一被動(dòng)以及情感體驗(yàn)消極等問題已越來越與時(shí)代的發(fā)展不相協(xié)調(diào)。如何改進(jìn)傳統(tǒng)教學(xué),提高教育教學(xué)質(zhì)量,使教育所培養(yǎng)的人才符合知識(shí)經(jīng)濟(jì)社會(huì)的要求,是我們當(dāng)今每一位基礎(chǔ)教育工作者所必須面對(duì)、必須研究的重要課題。 二十世紀(jì)80年代以來,“問題解決”教學(xué)模式已在國(guó)外教育中占有重要地位,其主要宗旨在于充分發(fā)揮學(xué)生的個(gè)性,引導(dǎo)學(xué)生獲得解決問題的各種思想和方法,培養(yǎng)學(xué)生的創(chuàng)造力,推動(dòng)學(xué)生知識(shí)和能力水平的提高。以此為指導(dǎo),吸收當(dāng)今建構(gòu)主義的教育思想,借鑒研究性學(xué)習(xí)的方式方法,一種富有活力的教學(xué)模式出現(xiàn)在當(dāng)今課堂教學(xué)改革中,這就是“問題一探究”教學(xué)模式。該模式是以問題為紐帶,使學(xué)生在提出問題、分析問題、解決問題的探究過程中,通過高水平思維來學(xué)習(xí),基于問題解決來建構(gòu)知識(shí)、發(fā)展智力、提高能力。目前,國(guó)內(nèi)對(duì)“問題-探究”教學(xué)模式的研究情況是理論研究較多,教學(xué)實(shí)踐研究較少。因此,在當(dāng)今教育改革的浪潮中,系統(tǒng)地從理論到實(shí)踐去研究“問題一探究”教學(xué)模式是十分必要的。 本文采用文獻(xiàn)分析、教學(xué)實(shí)驗(yàn)、問卷調(diào)查、訪談等研究方法,對(duì)高中思想政治教學(xué)中的“問題一探究”教學(xué)模式進(jìn)行了系統(tǒng)的研究。論文共分六大部分,第一部分,主要是探討思想政治課“問題一探究”教學(xué)模式實(shí)施的理論依據(jù)和現(xiàn)實(shí)意義。第二部分是界定思想政治課“問題一探究”教學(xué)模式的內(nèi)涵,以及分析思想政治課“問題一探究”教學(xué)模式的特點(diǎn)。第三部分主要介紹在思想政治課教學(xué)中如何實(shí)施“問題一探究”教學(xué)模式及具體的操作程序。第四部分探討思想政治課“問題一探究”教學(xué)模式在實(shí)施中應(yīng)遵循的原則。包括“問題情境”階段和“主動(dòng)探究”階段教師應(yīng)遵循的原則。第五部分是思想政治課“問題一探究”教學(xué)模式的教學(xué)實(shí)踐及效果分析。這部分內(nèi)容在理論研究的基礎(chǔ)上,進(jìn)行了為期一年的對(duì)比教學(xué)實(shí)驗(yàn),對(duì)應(yīng)用“問題一探究”教學(xué)模式的實(shí)驗(yàn)效果進(jìn)行了調(diào)查及統(tǒng)計(jì)分析,并得出了較為可靠的結(jié)論,即:采用“問題-探究”教學(xué)模式能有效提高學(xué)生分析問題和解決問題的能力以及自主學(xué)習(xí)能力和創(chuàng)新能力。第六部分著重分析實(shí)施思想政治課“問題一探究”教學(xué)模式實(shí)施的反思,通過反思,更好地完善“問題-探究”教學(xué)模式在教學(xué)中的應(yīng)用。 本文關(guān)于“問題-探究”教學(xué)模式的研究,對(duì)如何改進(jìn)傳統(tǒng)教學(xué)方式、有效提高課堂教學(xué)效率、提高教育教學(xué)質(zhì)量等問題,應(yīng)具有一定的參考價(jià)值。
[Abstract]:In twenty-first Century, the information society and knowledge economy requires the transformation of the hitherto unknown education. UNESCO "Education -- which contains fortune" research report pointed out that education should be for people's happiness to prepare the four pillars of education in the future through education so that students learn to know, learn to do, learn to live. Learn to live. The concept of lifelong education education is not required to provide students with more knowledge, but let learners grasp more ways and methods of learning, to make them really getting into the "learn" realm, learn how to learn.
For a long time, the students lack the spirit of innovation exist in our education and teaching, practice ability, problem of single and passive method of study and negative emotional experience has become increasingly with the development of the times is not coordinated. How to improve the traditional teaching, improve teaching quality, the education talents meet the demand of the knowledge economy society, is today we must face every basic education, an important topic to be studied.
Since 80s twentieth Century, the "problem solving" teaching mode has played an important role in education in foreign countries, the main purpose is to give full play to the personality of the students, guide the student to obtain a variety of ideas and methods to solve problems, to cultivate students' creativity, promote the students' knowledge and ability. As a guide, the absorption of constructivist education ideas, study approaches, a lively teaching model in the classroom teaching reform, this is the "problem inquiry" teaching mode. This mode is the problem as a link, to enable students to analyze problems in question, inquiry, problem solving process, learning through a high level on the basis of problem solving thinking, construct knowledge, develop intelligence, improve ability. At present, the "problem inquiry" teaching model research is more theoretical research There is little research on teaching practice. Therefore, in the wave of educational reform, it is very necessary to systematically explore the teaching mode of "problem inquiry" from theory to practice.
This paper uses the literature analysis, teaching experiment, questionnaire survey, interviews and other research methods, on the high school ideological and political teaching in the "problem inquiry" teaching mode were studied systematically. The thesis is divided into six parts, the first part mainly discusses the theoretical basis of Ideological and political course "problem inquiry" teaching mode and practical implementation meaning. The second part is the connotation of the ideological and political course "problem inquiry" teaching model, and analysis the characteristics of Ideological and political course "problem inquiry" teaching mode. The third part mainly introduces how to implement the "problem inquiry" teaching model and specific operating procedures in the ideological and political education. The fourth part discusses ideological and political class "problem inquiry" teaching mode should follow in the implementation of the principle. Including the "problem situation" stage and "active exploration" stage teachers should follow the original . the fifth part is the teaching practice and effect analysis of the ideological and political course "problem inquiry" teaching mode. The contents of this part on the basis of theoretical research, compared the one-year teaching experiment, the experimental results on the application of "problem inquiry" teaching mode of investigation and statistical analysis, and draw a reliable conclusion, namely: the "problem inquiry" teaching model can effectively improve the students' ability to analyze and solve problems and the ability of self-study and innovation. The sixth part focuses on the analysis of the implementation of the ideological and political course "problem inquiry" teaching mode of implementation of reflection, through reflection, to better improve the application of "problem - inquiry" teaching mode in the teaching.
The research on "problem inquiry" teaching mode has certain reference value for improving traditional teaching methods, improving classroom teaching efficiency and improving teaching quality.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類號(hào)】：G633.2

【引證文獻(xiàn)】

中國(guó)碩士學(xué)位論文全文數(shù)據(jù)庫(kù) 前2條

1 娜仁花;思想品德課研究性教學(xué)探究[D];東北師范大學(xué);2010年

2 朱帥帥;高中思想政治課研究性教學(xué)探索[D];山東師范大學(xué);2013年

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本文編號(hào)：1398243