本文選題：高中思想政治 + 有效合作學習��； 參考：《華中師范大學》2016年碩士論文

【摘要】：在信息化高速發(fā)展和知識日新月異的時代,教育帶給了人們新的挑戰(zhàn),“教什么”、“怎么教”、“教到什么程度”等都成為了無數(shù)教師不得不面對的難題。《基礎教育課程改革綱要》強調(diào)更加注重培養(yǎng)學生搜集和處理信息的能力、獲取新知識的能力、分析和解決問題的能力以及交流與合作的能力。學會知識固然重要,但根據(jù)課程改革的要求,學會學習才是為學生以后的學習發(fā)展奠定基礎。在眾多的學習方式中,合作學習是被實踐證明了的一種高效的學習方式。合作學習研究興起于美國20世紀70年代,是以小組學習為主要組織形式,以生生互動為特色的教學模式。實踐證明,有效的合作學習能夠提高學生的學習興趣、學習能力和學習成績,同時有利于學生形成團結協(xié)作的觀念意識。然而,作為高中政治一線教師,我在教育教學實踐中,發(fā)現(xiàn)目前高中思想政治教學中無效合作學習的現(xiàn)象普遍存在,比如學生合作意愿不強烈,合作學習過程中只是少數(shù)人的獨角戲,教學目標難以達成,考試成績不理想,合作意識沒有得到有效的培養(yǎng)等。本文通過實踐和研究,提出有效的合作學習應能夠激發(fā)學生學習興趣,減輕教師的教學負擔,促進良好課堂氛圍的形成,促進全體學生的共同發(fā)展,提高學生的學習成績,促進學生的綜合素質(zhì)的提高等。在本文中,我還依據(jù)教育學和心理學以及相關的實踐分析了制約思想政治課有效合作學習的因素,教師的知識、技能、觀念以及多種客觀因素,例如學生情況差異、學科性質(zhì)差異、評價制度的異同等。最后一個部分也是本文的重點,即如何提高高中思想政治課合作學習的有效性,本文給出以下建議：在教學理念上,堅持生本理念,理順師生關系；在教學準備上,教師充分準備,合理引導學生；在教學過程上,注重過程互動,實施有效管理；在教學評價上,堅持長期過程,實施有效反饋。
[Abstract]:In the era of rapid development of information technology and rapid change of knowledge, education has brought people new challenges, "what to teach", "how to teach", "how to teach" has become a difficult problem that countless teachers have to face. The basic Education Curriculum Reform Program emphasizes more emphasis on developing students' ability to collect and process information and acquire new knowledge. Ability to analyze and solve problems and communicate and cooperate. It is important to learn knowledge, but according to the requirements of curriculum reform, learning to learn is to lay the foundation for the development of students in the future. Among the many learning methods, cooperative learning is an efficient learning method that has been proved by practice. Cooperative learning, which originated in the 1970s in the United States, is a teaching model with group learning as its main organizational form and student interaction as its characteristic. Practice has proved that effective cooperative learning can improve students' learning interest, learning ability and academic achievement, and help students to form a sense of unity and cooperation. However, as a first-line teacher in high school politics, in my teaching practice, I found that the phenomenon of ineffective cooperative learning in high school ideological and political teaching generally exists at present, for example, the students' willingness to cooperate is not strong. In the process of cooperative learning, it is only a monologue of a few people, the teaching goal is difficult to achieve, the examination result is not ideal, the cooperation consciousness has not been effectively cultivated and so on. Through practice and research, this paper puts forward that effective cooperative learning should stimulate students' interest in learning, lighten teachers' teaching burden, promote the formation of good classroom atmosphere, promote the common development of all students, and improve students' learning achievement. To promote the improvement of students' comprehensive quality, etc. In this paper, I also analyze the factors that restrict the effective cooperative learning of ideological and political lessons, teachers' knowledge, skills, concepts and various objective factors, such as the differences of students' situations, based on pedagogy, psychology and related practices. The difference of nature of subject, the similarities and differences of evaluation system, etc. The last part is also the focus of this paper, that is, how to improve the effectiveness of cooperative learning in high school ideological and political classes. This paper gives the following suggestions: in the teaching concept, adhere to the student-oriented concept, straighten out the teacher-student relationship; in teaching preparation, Teachers should fully prepare and guide students reasonably; pay attention to process interaction and implement effective management in teaching process; persist in long-term process and implement effective feedback in teaching evaluation.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.2

【參考文獻】

相關期刊論文 前4條

1 肖川;論學習方式的變革[J];教育理論與實踐;2002年03期

2 王坦;合作學習簡論[J];中國教育學刊;2002年01期

3 王坦;論合作學習的基本理念[J];教育研究;2002年02期

4 程紅,張?zhí)鞂?論教學的有效性及其提高策略[J];江西教育科研;1998年05期

，

本文編號：1960526