發(fā)布時間：2018-07-11 11:26

  本文選題：情境教學法 + 高中思想政治課�。� 參考：《曲阜師范大學》2016年碩士論文

【摘要】：當今國際緊抓人才戰(zhàn)略,各國力爭于打人才戰(zhàn)。人的發(fā)展在于教育,教育造就巨人。牛頓曾說過,給我一個杠桿,我能撬起整個世界。我們現(xiàn)在需要的能撐起全中國的巨人。要創(chuàng)造出中國的巨人,需要打好基礎這個底,不僅要打好而且要打的越厚越好,夯實、固勞。老子說過:“合抱之木,生于毫末;九層之臺,起于壘土;千里之行,始于足下”。可見造就中國巨人的擔子就在基礎教育上了�；A教育要挑起大任重梁的時刻到了。這個大任重梁就是新課程改革,需要中小學的積極推動,把學生的發(fā)展置于核心和根本的地位。因此山東政府積極響應國家政策,著力解決“中小學大班額問題”。情境教學法適應了我國教育改革的需要,作為一種情境式的、開放型的、民主化的、富有創(chuàng)新性的教學方式已被很多研究者和教育者所認可推行。然而,情境教學法的研究卻主要集中在幼兒園、小學階段或者語文學科�；谶@樣的研究現(xiàn)狀,筆者認為需要對情境教學法的研究進行延伸,打破學段、學科局限,豐富完善高中思想政治教學。本文一共四部分,著重理論和應用進行論述。第一部分,情境教學法理論概述。首先對情境教學法的涵義進行界定,闡述其的涵義、特征以及高中思想政治課情境教學法的內(nèi)涵。其次闡述了情境教學法的理論依據(jù)。再次分析了高中思想政治課應用情境教學法的意義和原則。第二部分,高中思想政治課應用情境教學法的策略。此策略包括創(chuàng)設、實施、評價三部分,是對情境教學法在高中思想政治課整體應用的闡述。其中情境教學法的實施策略是這部分的核心,分為四步:一、導入情境,激發(fā)情趣;二、融入情境,啟發(fā)探究;三、理解情境,合作交流;四、鞏固情境,總結(jié)升華。第三部分,情境教學法在高中思想政治課教學中的實際應用。情境教學法的實際應用是對第二部分的應用策略的具體實踐,以高一經(jīng)濟生活的“樹立正確的消費觀”為例,具體內(nèi)容以以下四步展開:導入情境,激發(fā)情趣——融入情境,啟發(fā)探究——理解情境,合作交流——鞏固情境,總結(jié)升華。第四部分,高中思想政治課情境教學法實施的反思。對第三部分情境教學法在高中思想政治課教學中的實際應用進行反思,總結(jié)經(jīng)驗,分析存在的問題并提出相關(guān)的對策
[Abstract]:Nowadays, with the international strategy of talent, all countries strive to fight the war of talents. Man's development lies in education, which makes giants. Newton once said, give me a lever and I can pry the whole world. What we need now is a giant capable of supporting the whole of China. To create a giant in China, we need to lay the foundation well, not only well, but also as thick as possible. Laozi once said, "the tree of arms, born at the end of the day, the platform of nine floors, rises from the earth, and the long journey begins with a small step." It can be seen that the burden of creating a Chinese giant lies in basic education. The time has come for basic education to take on a heavy burden. This heavy task is the new curriculum reform, which needs the active promotion of primary and secondary schools, and puts the development of students in the core and fundamental position. Therefore, the Shandong government responded positively to the national policy and focused on solving the problem of large class size in primary and secondary schools. As a kind of situational, open, democratic and innovative teaching method, situational teaching method has been accepted and implemented by many researchers and educators. However, the research of situational teaching method mainly focuses on kindergarten, primary school or Chinese subject. Based on this research situation, the author thinks that it is necessary to extend the research of situational teaching method, break the learning section, limit the subject, and enrich and perfect the ideological and political teaching in senior high school. This paper consists of four parts, focusing on theory and application. The first part is an overview of situational teaching theory. Firstly, it defines the meaning of situational teaching method, expounds its meaning, characteristics and connotation of situational teaching method in high school ideological and political course. Secondly, it expounds the theoretical basis of situational teaching method. Thirdly, it analyzes the significance and principle of applying situational teaching method in high school ideological and political course. The second part, the strategy of applying situational teaching method in high school ideological and political course. This strategy consists of three parts: creation, implementation and evaluation. It is the whole application of situational teaching method in high school ideological and political course. The implementation strategy of situational teaching method is the core of this part, which is divided into four steps: first, to introduce the situation, stimulate the interest; second, to integrate the situation, enlighten the inquiry; third, to understand the situation and cooperate with each other; fourth, to consolidate the situation and summarize the sublimation. The third part, the practical application of situational teaching method in high school ideological and political teaching. The practical application of situational teaching method is the concrete practice of the application strategy of the second part. Taking the economic life of Senior one as an example, the concrete content is carried out in the following four steps: introducing the situation, arousing the interest and integrating the situation. Enlighten inquiry-understand the situation, cooperate and communicate-consolidate the situation, summarize and sublimate. The fourth part, the reflection on the implementation of situational teaching method in high school ideological and political course. This paper reflects on the practical application of situational teaching method in high school ideological and political teaching, summarizes the experience, analyzes the existing problems and puts forward some relevant countermeasures.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.2

【參考文獻】

相關(guān)期刊論文 前3條

1 林崇德;羅良;;情境教學的心理學詮釋——評李吉林教育思想[J];教育研究;2007年02期

2 蔣靜波;;論思想政治課的情境教學[J];大學時代(B版);2006年06期

3 葉瀾;讓課堂煥發(fā)出生命活力——論中小學教學改革的深化[J];教育研究;1997年09期

相關(guān)碩士學位論文 前4條

1 周娥;高中《經(jīng)濟生活》情境教學研究[D];湖南師范大學;2014年

2 蔚璐;高中思想政治課情境教學的運用[D];首都師范大學;2014年

3 惠瑞娜;高中思想政治課情境教學研究[D];河南大學;2013年

4 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

，

本文編號：2115021