發(fā)布時(shí)間：2018-07-01 12:48

  本文選題：思想政治課 + 課堂觀察�。� 參考：《河北師范大學(xué)》2016年碩士論文

【摘要】：近年來(lái),變革一直是教育領(lǐng)域的核心主題。作為教育領(lǐng)域的主戰(zhàn)場(chǎng),各級(jí)各類學(xué)校更應(yīng)該走在變革的前列,去實(shí)踐、去試驗(yàn)教育理論倡導(dǎo)的變革。對(duì)于高中思想政治課堂來(lái)說(shuō),更應(yīng)該順應(yīng)教育的變革,以提升課堂教學(xué)的針對(duì)性和有效性。課堂觀察應(yīng)當(dāng)凸顯,以更細(xì)膩的視角、更易操作、更有效的方式與流程,去幫助教師反思教學(xué)行為,提升個(gè)人教學(xué)能力,幫助學(xué)生提升學(xué)習(xí)效率。與傳統(tǒng)的聽評(píng)課不同,課堂觀察是一項(xiàng)專業(yè)活動(dòng),旨在謀求學(xué)生課堂學(xué)習(xí)的改善、促進(jìn)教師專業(yè)的發(fā)展,而不是為了評(píng)價(jià)教師。是教師日常專業(yè)生活必不可少的組成部分,是教師專業(yè)學(xué)習(xí)的重要內(nèi)容。本文主要采用文獻(xiàn)研究法、比較研究法、案例分析法等,在查閱有關(guān)課堂觀察、課堂評(píng)價(jià)、聽評(píng)課等相關(guān)理論文獻(xiàn)的基礎(chǔ)上,通過(guò)反思傳統(tǒng)的聽評(píng)課方式,結(jié)合具體的教學(xué)實(shí)踐,對(duì)課堂觀察、思想政治課課堂觀察的概念和重要意義進(jìn)行梳理,同時(shí),以高中思想政治課教師的視角為中心,對(duì)在高中思想政治課實(shí)施課堂觀察提出了自己的見解和反思。論文主要分為三個(gè)部分:第一部分,思想政治課堂觀察相關(guān)概念解讀。首先對(duì)課堂觀察進(jìn)行界定,包括課堂觀察的含義與任務(wù),以及課堂觀察的特點(diǎn)。其次,由一般到個(gè)別,立足課堂觀察的基本解讀,對(duì)思想政治課課堂觀察含義進(jìn)行分析和界定,并剖析思想政治課課堂觀察的主要內(nèi)容,總結(jié)出其所具有的獨(dú)特性,包括:方向性、突出德育功能、綜合擴(kuò)展性等。第二部分,思想政治課課堂觀察本質(zhì)及其現(xiàn)實(shí)意義。這部分內(nèi)容通過(guò)筆者閱讀相關(guān)文獻(xiàn)和在教學(xué)中的經(jīng)驗(yàn)總結(jié),提出了思想政治課課堂觀察的本質(zhì),包括:思想政治課課堂觀察是專業(yè)性教學(xué)研究活動(dòng);是一種全面促進(jìn)課堂教學(xué)行為改善的系統(tǒng);是一個(gè)工作流程;體現(xiàn)一種團(tuán)隊(duì)合作精神。結(jié)合對(duì)思想政治課課堂觀察的理論分析以及筆者在政治課教學(xué)過(guò)程中的實(shí)際應(yīng)用,可以得出課堂觀察在思想政治課教學(xué)中的運(yùn)用具有重要的現(xiàn)實(shí)意義,包括:有利于思想政治課教師的個(gè)人能力提高;有利于促進(jìn)思想政治課教師的合作氛圍;有利于促進(jìn)學(xué)生的發(fā)展等。第三部分,思想政治課課堂觀察的實(shí)施策略。首先對(duì)思想政治課課堂觀察維度、觀察視角和觀察點(diǎn)的確定。對(duì)于思想政治課課堂觀察的維度,主要確定為學(xué)生學(xué)習(xí)、教師教學(xué)、課程性質(zhì)、教學(xué)文化;對(duì)于觀察視角的確定參考了崔允o7教授的LICC模式,并考慮思想政治課程的特色,設(shè)計(jì)思想政治課課堂觀察表;對(duì)于觀察點(diǎn),要考慮其在課堂中的生成性。除此之外,筆者還在這一部分中提出思想政治課課堂觀察的實(shí)施步驟,包括:準(zhǔn)備階段——課前會(huì)議、實(shí)施階段——課中觀察、總結(jié)階段——課后會(huì)議等,通過(guò)這些步驟以提高課堂觀察在思想政治課中應(yīng)用的效率,促進(jìn)教師專業(yè)發(fā)展和學(xué)生發(fā)展。
[Abstract]:In recent years, change has been the core theme in the field of education. As the main battlefield in the field of education, schools at all levels should be in the forefront of change, to practice, to test the change advocated by educational theory. For the high school ideological and political classroom, we should adapt to the reform of education in order to improve the pertinence and effectiveness of classroom teaching. Classroom observation should be highlighted, with a more delicate perspective, easier to operate, more effective ways and processes to help teachers reflect on teaching behavior, improve personal teaching ability, help students improve their learning efficiency. Unlike traditional listening and evaluating classes, classroom observation is a professional activity which aims to improve students' classroom learning and promote teachers' professional development, not to evaluate teachers. It is an indispensable part of teachers' daily professional life and an important part of teachers' professional learning. This article mainly adopts the literature research method, the comparative research method, the case analysis method and so on. On the basis of consulting the relevant theoretical documents, such as classroom observation, classroom evaluation, listening and evaluating courses and so on, this paper reflects on the traditional listening and evaluating courses. Combined with the concrete teaching practice, this paper combs the concept and significance of classroom observation and ideological and political class observation, and takes the perspective of high school ideological and political teachers as the center. The author puts forward his own opinion and reflection on the implementation of classroom observation in high school ideological and political class. The thesis is mainly divided into three parts: the first part, ideological and political classroom observation related concepts. First, define the classroom observation, including the meaning and task of classroom observation, as well as the characteristics of classroom observation. Secondly, from general to individual, based on the basic interpretation of classroom observation, the meaning of ideological and political class observation is analyzed and defined, and the main contents of ideological and political class observation are analyzed, and the uniqueness of the observation is summarized. Include: directionality, outstanding moral education function, comprehensive expansibility and so on. The second part, ideological and political class observation essence and its realistic significance. This part of the content through the author reads the related literature and the experience summary in the teaching, proposed the ideological and political class classroom observation essence, including: ideological and political class classroom observation is the specialized teaching research activity; It is a system that promotes the improvement of classroom teaching behavior. It is a work flow and embodies a spirit of teamwork. Combining with the theoretical analysis of the classroom observation of the ideological and political course and the practical application of the author in the teaching process of the political class, it can be concluded that the application of the classroom observation in the teaching of the ideological and political course has important practical significance. It is beneficial to the personal ability of ideological and political teachers, to the cooperative atmosphere of ideological and political teachers, to the development of students and so on. The third part, the implementation strategy of ideological and political class observation. First of all, the ideological and political class observation dimension, observation perspective and observation point of determination. The dimensions of classroom observation in ideological and political courses are mainly determined as student learning, teacher teaching, curriculum nature and teaching culture. The determination of observation angle refers to Professor Cui Yuno7's LICC model and takes into account the characteristics of ideological and political curriculum. Design the ideological and political class observation table; for observation points, we should consider its generative in the classroom. In addition, in this part, the author also puts forward the steps to implement the classroom observation of ideological and political class, including: preparation stage-pre-class meeting, implementation phase-class observation, summary stage-after-class meeting, etc. Through these steps, we can improve the efficiency of classroom observation in ideological and political class, and promote teachers' professional development and students' development.
【學(xué)位授予單位】：河北師范大學(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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本文編號(hào)：2087840