發(fā)布時間：2018-07-13 12:56

【摘要】：新課程改革要求中小學(xué)教師要認(rèn)真研究課堂教學(xué)實施策略,激發(fā)學(xué)生學(xué)習(xí)欲望,尊重學(xué)生主體地位,挖掘?qū)W生潛能,高效實現(xiàn)教學(xué)目標(biāo)。教學(xué)過程中,教師的角色應(yīng)是一個教學(xué)中的主導(dǎo)者、方法的建立者,而不僅僅是知識的傳授者,同時應(yīng)注意,充分調(diào)動學(xué)生在課堂教學(xué)中的能動作用。但是長期以來在初中思想品德課教學(xué)中,教師更多的傾向于向?qū)W生講授抽象的理論知識,往往忽略了學(xué)生的情感體驗和在課堂中的主體地位。因此,研究和選擇適合的教學(xué)方法至關(guān)重要。情境教學(xué)法是一種非常適合初中生身心發(fā)展特點和思想品德課教學(xué)需要的教學(xué)方法。本文根據(jù)情境教學(xué)法與初中思想品德課相結(jié)合的角度,運用案例研究法、文獻綜述法、課堂觀察法、經(jīng)驗總結(jié)法等研究方法對情境教學(xué)法在初中思想品德課中的運用進行了較為詳細的研究。本文共由六部分組成,第一部分緒論,主要對國內(nèi)外研究現(xiàn)狀進行了總結(jié)和評價并介紹了在研究過程中所用到的研究方法、創(chuàng)新點以及不足之處。第二部分,對情境教學(xué)法的相關(guān)理論進行了概述,分別解釋了情境和情境教學(xué)法的含義,并總結(jié)了初中思想品德課情境教學(xué)法的內(nèi)涵和基本特征。第三部分,具體剖析了在初中思想品德課中運用情境教學(xué)法的必要性以及重要性。第四部分,闡述了目前在初中思想品德課中運用情境教學(xué)法時存在的問題并對問題的原因進行了分析。第五部分,重點論述了情境教學(xué)法在初中思想品德課中運用的原則和六種情境教學(xué)法在初中思想品德課中的具體運用。最后一部分總結(jié),提出了關(guān)于在初中思想品德課中運用情境教學(xué)法應(yīng)注意的問題。
[Abstract]:The new curriculum reform requires primary and secondary school teachers to seriously study the classroom teaching implementation strategies, stimulate students' desire to learn, respect the status of students as the main body, tap students' potential, and effectively realize the teaching goals. In the process of teaching, the teacher's role should be the leader of teaching, the constructor of methods, and not only the imformer of knowledge, but also should pay attention to the active role of students in classroom teaching. But for a long time, teachers tend to teach abstract theoretical knowledge to the students in the middle school ideological and moral teaching, often ignoring the students' emotional experience and the main position in the classroom. Therefore, it is very important to study and choose suitable teaching methods. Situational teaching method is a kind of teaching method which is very suitable for junior high school students' physical and mental development characteristics and the need of ideological and moral teaching. Based on the combination of situational teaching method and moral education in junior high school, this paper applies case study, literature review and classroom observation. The application of situational teaching method in junior middle school ideological and moral course is studied in detail by means of experience summarization and other research methods. This paper consists of six parts. The first part is the introduction, which summarizes and evaluates the current research situation at home and abroad and introduces the research methods, innovations and deficiencies used in the research process. The second part summarizes the relevant theories of situational teaching, explains the meaning of situational and situational teaching methods, and summarizes the connotation and basic characteristics of situational teaching method in junior high school. The third part analyzes the necessity and importance of using situational teaching method in junior middle school. In the fourth part, the author expounds the problems existing in the application of situational teaching method in the ideological and moral course of junior high school and analyzes the causes of the problems. The fifth part focuses on the application of situational teaching method in junior high school ideological and moral education and the concrete application of six situational teaching methods in junior high school ideological and moral education. In the last part, the author puts forward some problems that should be paid attention to in the application of situational teaching method in junior middle school ideological and moral education.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.2

【共引文獻】

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本文編號：2119442