本文選題：思想品德課　切入點(diǎn)：活動(dòng)教學(xué)法　出處：《河南師范大學(xué)》2016年碩士論文

【摘要】：在我國新一輪基礎(chǔ)教育課程與教學(xué)改革的不斷推進(jìn)過程中,各種形式的教學(xué)實(shí)踐探索在各級(jí)各類學(xué)校中如火如荼地開展,這在一定程度上推動(dòng)以教師為中心傳統(tǒng)教學(xué)模式的改變,促進(jìn)學(xué)生實(shí)踐能力和創(chuàng)新能力的提升�；顒�(dòng)教學(xué)法正是體現(xiàn)這次新課改理念的一種積極探索,它通過創(chuàng)設(shè)合理的活動(dòng)教學(xué)情境,激發(fā)學(xué)生的學(xué)習(xí)興趣,引導(dǎo)學(xué)生積極主動(dòng)參與到活動(dòng)中,使學(xué)生在活動(dòng)體驗(yàn)和感悟中獲得道德情感的升華和素質(zhì)能力的提高,因此活動(dòng)教學(xué)法的有效實(shí)施將對(duì)實(shí)現(xiàn)新課改的目標(biāo)具有十分重要的作用。但活動(dòng)教學(xué)法在初中思想品德課教學(xué)應(yīng)用過程中,存在著諸多問題。為此本文結(jié)合新課程改革的要求和自身的教學(xué)實(shí)踐,針對(duì)活動(dòng)教學(xué)法在初中思想品德課教學(xué)應(yīng)用中存在的主要問題,深入分析其原因,提出合理的應(yīng)對(duì)策略。本論文的研究共分為四個(gè)部分:第一部分主要基于我國新課改的時(shí)代背景和思想品德課活動(dòng)教學(xué)法應(yīng)用的現(xiàn)狀,提出了本論文的研究意義,針對(duì)活動(dòng)教學(xué)法的國內(nèi)外研究現(xiàn)狀進(jìn)行分析和探究,以此為基礎(chǔ)對(duì)活動(dòng)教學(xué)法有關(guān)概念進(jìn)行界定,提了本文的研究思路、研究方法以及創(chuàng)新點(diǎn)。第二部分主要結(jié)合新課改的要求、思想品德課程特點(diǎn)以及初中生自身成長特點(diǎn),對(duì)活動(dòng)教學(xué)法在初中思想政治課教學(xué)中的必要性進(jìn)行論述,并闡述了活動(dòng)教學(xué)法在初中思想品德課教學(xué)中應(yīng)用的意義。第三部分提出活動(dòng)教學(xué)法在思想品德課教學(xué)應(yīng)用中存在的主要問題,主要表現(xiàn)在三個(gè)方面:一是活動(dòng)教學(xué)目標(biāo)不明確,流于形式;二是活動(dòng)參與面窄,學(xué)生主體作用得不到發(fā)揮;三是教師缺乏對(duì)課堂活動(dòng)的有效調(diào)控。在此基礎(chǔ)上進(jìn)行原因分析,主要原因有:教師對(duì)活動(dòng)教學(xué)法存在認(rèn)識(shí)偏差,教師缺乏駕馭活動(dòng)教學(xué)的技能和素質(zhì),教學(xué)評(píng)價(jià)制約著活動(dòng)教學(xué)法的實(shí)際應(yīng)用以及初中生自身特點(diǎn)和個(gè)體差異影響著活動(dòng)教學(xué)法的推進(jìn)。第四部分基于對(duì)活動(dòng)教學(xué)法在初中思想品德課教學(xué)應(yīng)用中的主要問題和原因分析,提出了應(yīng)對(duì)的策略:第一要與時(shí)俱進(jìn),轉(zhuǎn)變教學(xué)理念;第二要大力提高教師的教學(xué)技能,改進(jìn)活動(dòng)教學(xué)法的應(yīng)用;第三要積極開展有效的活動(dòng)教學(xué)方式,調(diào)動(dòng)初中生學(xué)習(xí)的積極性;第四要合理運(yùn)用教學(xué)評(píng)價(jià),激發(fā)初中生參與活動(dòng)的熱情。
[Abstract]:In the course of the new round of basic education curriculum and teaching reform in our country, various forms of teaching practice have been carried out in various schools at all levels and in full swing. To some extent, it promotes the change of teacher-centered traditional teaching mode and the promotion of students' practical and innovative abilities. The active teaching method is an active exploration to embody the idea of the new curriculum reform. By creating a reasonable activity teaching situation, it can stimulate students' interest in learning, guide students to actively participate in the activities, and make students obtain the sublimation of moral emotion and the improvement of their quality and ability in the process of activity experience and perception. Therefore, the effective implementation of the activity teaching method will play a very important role in the realization of the goal of the new curriculum reform. There are many problems in this paper. In view of the requirements of the new curriculum reform and its own teaching practice, this paper makes a thorough analysis of the reasons for the main problems existing in the application of the activity teaching method in the ideological and moral teaching of junior high school. The research of this thesis is divided into four parts: the first part is based on the background of the new curriculum reform in China and the current situation of the application of the activity teaching method in the ideological and moral course, and puts forward the significance of this paper. Based on the analysis and exploration of the current research situation of activity teaching method at home and abroad, this paper defines the related concepts of activity teaching method, and puts forward the research ideas of this paper. The second part mainly discusses the necessity of the activity teaching method in the ideological and political teaching of junior high school by combining the requirements of the new curriculum reform, the characteristics of the ideological and moral course and the growth characteristics of junior high school students. In the third part, the author puts forward the main problems in the application of the activity teaching method in the ideological and moral course teaching, and expounds the significance of the application of the activity teaching method in the ideological and moral course teaching in junior high school. The main performance is in three aspects: first, the goal of activity teaching is not clear, just like form; second, the participation of activities is narrow, and the main role of students can not be brought into play; third, the teachers lack effective regulation and control of classroom activities. On this basis, the causes are analyzed. The main reasons are as follows: teachers' understanding of active teaching methods is biased, teachers lack the skills and qualities to master active teaching, Teaching evaluation restricts the practical application of the activity teaching method, and the characteristics and individual differences of junior high school students influence the advancement of the activity teaching method. Part four is based on the main application of the activity teaching method in the ideological and moral teaching of junior high school. For problem and cause analysis, Some countermeasures are put forward: first, to keep pace with the times and change the teaching idea; second, to improve teachers' teaching skills and improve the application of active teaching methods; third, to actively develop effective active teaching methods; To arouse the enthusiasm of junior high school students to learn; fourth, to use teaching evaluation rationally to stimulate the enthusiasm of junior high school students to participate in activities.
【學(xué)位授予單位】：河南師范大學(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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