本文選題：對話式教學(xué) + 《文化生活》　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著新課程改革的發(fā)展,教師“獨(dú)白式”教學(xué)方法的弊端日益突顯,符合學(xué)生發(fā)展特點(diǎn)的對話式教學(xué)便應(yīng)勢而興,并得到了較快的發(fā)展,逐漸受到專家、學(xué)者及教師等的重視。對話式教學(xué)的內(nèi)涵豐富、特點(diǎn)新穎,理論基礎(chǔ)深厚,具有很大的研究價(jià)值。筆者認(rèn)為對話式教學(xué)是通過師生之間的對話、互動、交流,引起師生思維上的對話、情感上的共鳴,同時在師生對話的過程中促進(jìn)學(xué)生的學(xué)習(xí),加深學(xué)生對知識的理解。對話式教學(xué)符合我國教育發(fā)展的趨勢,適應(yīng)學(xué)生全面發(fā)展的需要,對我國教育事業(yè)的發(fā)展具有重大的意義。本文旨在研究對話式教學(xué)的應(yīng)用價(jià)值,為教學(xué)工作提供指導(dǎo)建議。除引言外,本文共三部分:第一部分是對話式教學(xué)概述,筆者從教學(xué)方法的角度提出了對話式教學(xué)的內(nèi)涵即對話式教學(xué)是以師生間的平等地位為前提,以師生間的尊重信任為基礎(chǔ),以教師、學(xué)生、書本之間的溝通、交流為主要形式,以幫助學(xué)生學(xué)習(xí)、促進(jìn)學(xué)生的全面發(fā)展為目的而采用的教學(xué)方法;同時介紹了師生對話、生生對話、師本對話、生本對話以及自我對話五種對話式教學(xué)的類型,并從平等性、交互性、開放性、創(chuàng)造性幾個角度論述了對話式教學(xué)的特點(diǎn),此外從哲學(xué)、教育學(xué)、心理學(xué)角度對對話式教學(xué)的理論基礎(chǔ)做了較為詳細(xì)的論述。第二部分是《文化生活》應(yīng)用對話式教學(xué)的可行性及意義,該部分筆者從時代背景、學(xué)生思想實(shí)際以及學(xué)生發(fā)展需要幾個角度論述了對話式教學(xué)應(yīng)用到《文化生活》模塊中的可行性,并且從師生關(guān)系、學(xué)生地位、教學(xué)效果等角度分析了在《文化生活》模塊的教學(xué)應(yīng)用對話式教學(xué)的意義。第三部分是《文化生活》教學(xué)中應(yīng)用對話式教學(xué)的策略,該部分筆者從教師自身、備課、課堂教學(xué)以及課后評價(jià)幾個角度提出了具體可行的建議。教師角度主要論述了教師要更新教學(xué)理念,提高教學(xué)能力;備課過程中要優(yōu)化教學(xué)設(shè)計(jì),凸顯對話理念;課堂教學(xué)過程中要創(chuàng)設(shè)優(yōu)良的對話情境,提高學(xué)生的對話參與度;同時課后評價(jià)也要營造對話性,具有較強(qiáng)的實(shí)踐性�！段幕睢纷鳛楦咧兴枷胝沃匾K之一有其獨(dú)特的內(nèi)容和特點(diǎn),在對一線教師的教學(xué)提出挑戰(zhàn)的同時也為對話式教學(xué)的應(yīng)用提供了平臺。對話式教學(xué)應(yīng)用到《文化生活》的教學(xué)中是可行的,也是必要的。首先,我國的教育現(xiàn)狀及發(fā)展趨勢為對話式教學(xué)的應(yīng)用奠定了基礎(chǔ);其次,《文化生活》生活化的內(nèi)容為師生對話提供了素材;最后,《文化生活》趣味性、色彩性的特點(diǎn)為對話式教學(xué)的開展提供了條件。對話式教學(xué)對《文化生活》的教學(xué)而言具有重大的意義,有深入研究的價(jià)值。筆者從實(shí)踐的角度提出了《文化生活》教學(xué)中應(yīng)用對話式教學(xué)的具體策略,并進(jìn)行了案例論證,具有一定的說服力。
[Abstract]:With the development of the new curriculum reform, the disadvantages of the teaching method of "monologue" of teachers are becoming more and more prominent. The dialogue teaching, which accords with the characteristics of students' development, has been developed rapidly and has been paid more and more attention by experts, scholars and teachers. Dialogue teaching has rich connotation, novel characteristics, deep theoretical foundation, and has great research value. The author believes that the dialogue teaching is through the dialogue, interaction, communication between teachers and students, causing teachers and students to dialogue on the thinking, emotional resonance, at the same time in the process of dialogue between teachers and students to promote students' learning, deepen the students' understanding of knowledge. It is of great significance for the development of education in our country to adapt to the needs of the all-round development of students in accordance with the trend of educational development in China. The purpose of this paper is to study the practical value of dialogue teaching and to provide guidance and suggestions for teaching work. In addition to the introduction, this paper consists of three parts: the first part is an overview of dialogue teaching, the author puts forward the connotation of dialogue teaching from the perspective of teaching methods, that is, dialogue teaching is based on the equal status between teachers and students. Teaching methods based on respect and trust between teachers and students, communication and exchange between teachers, students and books, with the aim of helping students to learn and promoting their all-round development. There are five types of dialogue teaching: student dialogue, teacher-oriented dialogue, student-oriented dialogue and self-dialogue. The characteristics of dialogue teaching are discussed from the perspectives of equality, interactivity, openness and creativity. In addition, the characteristics of dialogue teaching are discussed from the perspectives of philosophy and pedagogy. The theoretical basis of dialogue teaching is discussed in detail from the angle of psychology. The second part is the feasibility and significance of applied dialogue teaching in Cultural Life, which is based on the background of the times. This paper discusses the feasibility of the application of dialogue teaching to the "Cultural Life" module from several angles of students' ideological reality and students' development needs, and discusses the relationship between teachers and students and the status of students. From the perspective of teaching effect, this paper analyzes the significance of the application of dialogue teaching in the module of Cultural Life. The third part is the strategy of applying dialogue teaching in the teaching of "Cultural Life". In this part, the author puts forward some concrete and feasible suggestions from the aspects of teachers themselves, preparing lessons, classroom teaching and evaluation after class. Teachers' point of view mainly discusses that teachers should renew their teaching ideas and improve their teaching ability; they should optimize the teaching design and highlight the idea of dialogue in the course of preparing lessons, create excellent dialogue situations in the course of classroom teaching, and improve the students' participation in dialogue. At the same time, the evaluation after class should also create a dialogue and have a strong practicality. As one of the important modules of high school ideology and politics, Cultural Life has its unique content and characteristics. At the same time, it provides a platform for the application of dialogue teaching. It is feasible and necessary for dialogue teaching to be applied to the teaching of Cultural Life. Firstly, the present situation and development trend of education in our country have laid a foundation for the application of dialogue teaching; secondly, the contents of "Cultural Life" have provided materials for the dialogue between teachers and students; finally, "Cultural Life" is interesting. The characteristics of color provide conditions for the development of dialogue teaching. Dialogue teaching is of great significance to the teaching of Cultural Life. From the perspective of practice, the author puts forward the concrete strategy of applying dialogue teaching in the teaching of "Cultural Life", and makes a case study, which is persuasive to a certain extent.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.2

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