發(fā)布時(shí)間：2018-07-17 01:48

【摘要】：思想政治學(xué)科教師的教學(xué)風(fēng)格是教師在長(zhǎng)周期的實(shí)踐教學(xué)循環(huán)中形成的比較穩(wěn)定的個(gè)性特征和教學(xué)觀點(diǎn),它既有與其它學(xué)科的共同特點(diǎn)又有自身的獨(dú)特個(gè)性。思想政治學(xué)科教師的教學(xué)風(fēng)格的形成經(jīng)歷了由入職前的教學(xué)培訓(xùn)到入職后的實(shí)戰(zhàn)教學(xué)階段,與此同時(shí)教學(xué)風(fēng)格也經(jīng)歷了外現(xiàn)與初顯階段、教學(xué)風(fēng)格的調(diào)整與提升階段、鞏固與發(fā)展階段、內(nèi)化與形成的四個(gè)階段。國(guó)內(nèi)外的專家學(xué)者對(duì)思想政治學(xué)科教師教學(xué)風(fēng)格的含義、形成條件和培養(yǎng)途徑的論述比較多。通過(guò)學(xué)者們的研究和闡述,思想政治學(xué)科教師教學(xué)風(fēng)格的議題在形式上基本構(gòu)成了一個(gè)完整的核心理論體系。通過(guò)該理論的指導(dǎo),思想政治學(xué)科教師能夠深刻了解和體會(huì)教學(xué)風(fēng)格的概念,對(duì)教學(xué)風(fēng)格形成的條件也有所了解,一些優(yōu)秀的思想政治學(xué)科教師也能夠做到把國(guó)內(nèi)外學(xué)者們對(duì)該議題的研究的理論成果,通過(guò)自己的親身教學(xué)實(shí)踐不斷地運(yùn)用、總結(jié)、消化和吸收,從而真正地做到理論聯(lián)系實(shí)際。無(wú)論是從理論層面還是從思想政治學(xué)科教師教學(xué)的實(shí)踐層面都會(huì)實(shí)現(xiàn)一個(gè)從量變到質(zhì)變的提升與飛躍。本研究以國(guó)內(nèi)外教師教學(xué)風(fēng)格的研究現(xiàn)狀為基本出發(fā)點(diǎn),將思政教師作為研究對(duì)象,從理論和實(shí)踐上對(duì)教師教學(xué)風(fēng)格的形成進(jìn)行了探討及分析。全文總共分為四個(gè)部分:第一部分:界定思想政治教師教學(xué)風(fēng)格的含義、具體化特點(diǎn);在此基礎(chǔ)上運(yùn)用文獻(xiàn)調(diào)查法對(duì)思想政治學(xué)科教師的教學(xué)風(fēng)格的表現(xiàn)形式和影響因素等兩個(gè)方面進(jìn)行整理和梳理,為本研究奠定理論基礎(chǔ)。第二部分:闡述思政教師風(fēng)格形成的必要性和教學(xué)理論基礎(chǔ)。本研究從思想政治學(xué)科教師的教學(xué)風(fēng)格對(duì)課堂具體的教學(xué)效果、教師的教學(xué)理論實(shí)踐、學(xué)生的政治理論學(xué)習(xí)情況等三個(gè)方面論述形成教學(xué)風(fēng)格必要性。陶行知先生的生活教育論和斯金納的學(xué)習(xí)強(qiáng)化理論為本研究提供了理論支持和智力支撐。第三部分:論述教學(xué)風(fēng)格形成存在的問(wèn)題和原因。在思想政治學(xué)科教師教學(xué)風(fēng)格形成的過(guò)程之中存在著教師個(gè)體忽視自身優(yōu)勢(shì)和盲目模仿他人教學(xué)風(fēng)格的現(xiàn)象。這種現(xiàn)象所產(chǎn)生的原因主要表現(xiàn)為思想政治學(xué)科教師的教學(xué)方法不靈活、單一化的教學(xué)模式等等。第四部分:論述政治教師教學(xué)風(fēng)格的內(nèi)化及外化形成過(guò)程。本部分通過(guò)訪談?wù){(diào)查法以及案例調(diào)查法進(jìn)行研究,并提出了政治教師教學(xué)風(fēng)格形成的四個(gè)階段:外現(xiàn)與初顯階段、調(diào)整與提升階段、鞏固與發(fā)展階段以及內(nèi)化和形成階段。
[Abstract]:The teaching style of ideological and political teachers is a relatively stable personality characteristic and teaching viewpoint formed by teachers in the long cycle of practical teaching. It has both the common characteristics with other disciplines and its own unique personality. The formation of the teaching style of ideological and political teachers has experienced from pre-service teaching training to practical teaching stage, at the same time, the teaching style has also gone through the stage of appearance and emergence, and the adjustment and promotion of teaching style. The four stages of consolidation and development, internalization and formation. Experts and scholars at home and abroad discuss the meaning, forming conditions and training ways of ideological and political teachers. Through the research and elaboration of scholars, the topic of teaching style of ideological and political teachers constitutes a complete core theory system in form. Through the guidance of this theory, ideological and political teachers can deeply understand and understand the concept of teaching style, and also understand the conditions for the formation of teaching style. Some excellent ideological and political teachers are also able to use, summarize, digest and absorb the theoretical achievements of scholars at home and abroad on this subject through their own teaching practice. In order to truly achieve the integration of theory and practice. Whether from the theoretical level or from the ideological and political subject teacher teaching practice level will achieve a quantitative to qualitative change of the promotion and leap. Based on the current research situation of teachers' teaching styles at home and abroad, this study takes the ideological and political teachers as the object of study, and discusses and analyzes the formation of teachers' teaching styles in theory and practice. The full text is divided into four parts altogether: the first part: define the meaning of ideological and political teachers' teaching style, concrete characteristics; On the basis of this, we use the method of literature investigation to sort out and sort out the teaching style of ideological and political teachers in two aspects, such as the form of expression and the influencing factors, so as to lay a theoretical foundation for this study. The second part: expound the necessity and teaching theory foundation of ideological and political teacher's style formation. This study discusses the necessity of forming the teaching style from three aspects: the teaching style of the ideological and political subject teacher's teaching effect to the classroom, the teacher's teaching theory practice, the student's political theory study situation. Tao Xingzhi's theory of life education and Skinner's theory of learning reinforcement provide theoretical support and intellectual support for this study. The third part discusses the problems and causes of the formation of teaching style. In the process of forming the teaching style of ideological and political teachers, there exists the phenomenon that teachers ignore their own advantages and blindly imitate others' teaching styles. The main causes of this phenomenon are the inflexibility of the teaching methods of ideological and political teachers, the single teaching mode and so on. The fourth part discusses the process of internalization and externalization of political teachers' teaching style. This part through the interview investigation method and the case investigation method carries on the research, and has proposed the political teacher teaching style formation four stages: the outward appearance and the initial manifestation stage, the adjustment and the promotion stage, the consolidation and the development stage as well as the internalization and the formation stage.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2

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