本文選題：情境教學法 + 思想品德　； 參考：《上海師范大學》2017年碩士論文

【摘要】：情境教學法作為符合現(xiàn)代教學理念的教學方法之一,如今被廣泛應用于各學段的不同學科教學中,但在目前的情境教學法應用研究中,以初中思想品德課教學內(nèi)容為背景的研究相對匱乏。近年來國家提出建設社會主義法治國家宏偉目標,對加強和改善青少年法治教育提出了現(xiàn)實而迫切的要求,思想品德課作為初中學生法治教育的主陣地,承擔著重要教育功能。因此,本研究在將情境教學運用于學科的主題知識教學方面,進行有益的探索,對該教學方法在初中思想品德課法律知識教學中的應用展開研究,尋找當前存在問題,因時而進、因勢而新地探索應用上的優(yōu)化策略,具有重要的理論價值和現(xiàn)實意義。筆者通過采用文獻研究、學生問卷調查、課堂觀察和比較研究等多種研究方法,從理論研究到實踐研究、從學生視角到教師視角,全方位、多角度地縷析出在當下思想品德課法律知識課堂中情境教學法應用存在的問題,并以此為依據(jù),探索情境教學法的實際優(yōu)化策略。本文主要包括以下幾個部分:首先闡述了課題研究的意義,國內(nèi)外情境教學法的研究現(xiàn)狀,為后續(xù)研究打好理論基礎;其次,結合當下教育改革背景和課堂教學現(xiàn)實,提出情境教學法在思想品德課法律知識教學中的應用意義;接著,從情境創(chuàng)設、情境導入、問題設計、情境開展和情境功能幾個方面出發(fā),研究當前思想品德課法律知識教學中情境教學法應用存在的主要問題;最后立足問題談優(yōu)化,由宏觀至至微觀、有表及里地探討教學方法的優(yōu)化策略。本研究扎根于主題知識教學、立足于真實課堂問題、從多年教學中思考總結形成疑問,并以提升教學效果作為最終的研究目的。期望通過此次研究,努力提升思想品德課法律知識課堂教學效果,更好地推進青少年法治教育,在初中教育教學改革和學生核心素養(yǎng)培養(yǎng)等方面略盡自己微薄之力。
[Abstract]:As one of the teaching methods which accord with the modern teaching idea, situational teaching method has been widely used in the teaching of different subjects in various stages of learning, but in the present research on the application of situational teaching method, The research on the content of ideological and moral teaching in junior high school is relatively scarce. In recent years, the state has put forward the grand goal of building a socialist country ruled by law, and has put forward a realistic and urgent request for strengthening and improving the education of the rule of law among young people. As the main position of the junior high school students' rule of law education, the ideological and moral course undertakes an important educational function. Therefore, this study makes a beneficial exploration on the application of situational teaching in the subject knowledge teaching of the subject, and studies the application of the teaching method in the legal knowledge teaching of junior high school ideological and moral classes, and finds out the existing problems. It has important theoretical value and practical significance to explore the optimization strategy in application. Through the use of literature research, student questionnaire, classroom observation and comparative research and other research methods, from theoretical research to practical research, from the perspective of students to teachers, all-around, The problems existing in the application of situational teaching method in the legal knowledge classroom of ideological and moral lesson are analyzed from many angles, and the practical optimization strategy of situational teaching method is explored on the basis of it. This paper mainly includes the following parts: firstly, the significance of the research, the current situation of situational teaching method at home and abroad, and the theoretical basis for further research are expounded; secondly, the background of current educational reform and the reality of classroom teaching are combined. The application significance of situational teaching method in legal knowledge teaching of ideological and moral course is put forward, and then, from the aspects of situational creation, situational introduction, problem design, situational development and situational function, the author puts forward the following points: 1. This paper studies the main problems existing in the application of situational teaching method in the legal knowledge teaching of ideological and moral course, and finally discusses the optimization strategy of teaching method from macro to micro, from macro to micro, based on the problem. This research is rooted in the subject knowledge teaching, based on the real classroom problems, thinking and summing up questions from many years of teaching, and taking the promotion of teaching effect as the ultimate research goal. Through this study, the author hopes to improve the teaching effect of legal knowledge in ideological and moral class, to promote the education of juvenile rule of law, and to do his little in the reform of junior high school education and the cultivation of students' core accomplishment.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.2

【參考文獻】

相關期刊論文 前10條

1 何樹彬;;青少年法治教育:目標定位、實施原則與路徑[J];青少年犯罪問題;2016年02期

2 張冉;;踐行法治:美國中小學法治教育及對我國的啟示[J];全球教育展望;2015年09期

3 靳玉軍;;加強青少年法治教育的若干思考[J];教育研究;2015年04期

4 石蕓;;淺析課堂導入存在的誤區(qū)及導入技巧[J];小學教學參考;2013年03期

5 陳珂;;小問題、大智慧——高中思想政治思辨性問題的設計研究[J];上海教育科研;2011年07期

6 朱棗蘭;;情境 活動 延伸——初中政治課的主體性教學的三個“著力點”[J];學生之友(初中版);2010年04期

7 汪明;;創(chuàng)設有效教學情境的原則與策略[J];江西教育;2008年29期

8 謝佑平;王永杰;;多元視野下的美國青少年法治教育:途徑、策略及啟示[J];青少年犯罪問題;2007年03期

9 余文森;;論教學情境的主要類型[J];教育探究;2006年03期

10 孫德巖;;我國青少年法治教育存在的問題及對策探析[J];成都教育學院學報;2006年08期

相關碩士學位論文 前7條

1 王麗;情境式教學在初中思想品德法律知識教學中的運用研究[D];內(nèi)蒙古師范大學;2015年

2 周潔琦;中學思想品德課實施情感教育的研究[D];內(nèi)蒙古師范大學;2013年

3 黃穎;情境教學在初中思想品德課中運用的研究[D];上海師范大學;2013年

4 何麗麗;思想品德教科書的法制教育內(nèi)容研究[D];西南大學;2013年

5 姚淑娟;情境教學在初中思想品德課中的運用研究[D];蘇州大學;2011年

6 靳彥慶;課堂教學情境創(chuàng)設的有效性探究[D];河南大學;2009年

7 張嵐;政治課堂教學應樹立“以學生發(fā)展為本”的理念[D];上海師范大學;2006年

，

本文編號：1835656