學(xué)生主體課堂中初中生思想品德課學(xué)習(xí)動(dòng)機(jī)研究
發(fā)布時(shí)間：2018-11-19 17:30
【摘要】：初中階段是青少年學(xué)生思想道德素質(zhì)養(yǎng)成的關(guān)鍵時(shí)期,也是其學(xué)做人的關(guān)鍵期。這時(shí)的他們迫切需要學(xué)校能夠在其良好道德品質(zhì)形成的過(guò)程中給予正確引導(dǎo)和有效幫助。思想品德課是學(xué)校對(duì)青少年進(jìn)行德育的主要渠道,其首要任務(wù)是幫助學(xué)生提高道德素質(zhì),形成健康的心理品質(zhì)。然而,這樣一門不論對(duì)于國(guó)家、社會(huì)或者個(gè)人都有著重大意義的課程卻在實(shí)際教學(xué)中處于尷尬的境地。由于傳統(tǒng)教學(xué)觀念地束縛以及應(yīng)試教育制度地根深蒂固,雖然新課程改革極力倡導(dǎo)的學(xué)生主體課堂教學(xué)模式被大多學(xué)校所采用,但是思想品德課的教學(xué)效果仍未得到提高�？傊�,受種種不利因素的影響,導(dǎo)致學(xué)生思想品德課學(xué)習(xí)興趣低下、學(xué)習(xí)動(dòng)機(jī)缺失,思想品德課的功能和作用不能被有效的體現(xiàn)出來(lái)。因此,本論文以主體課堂作為研究視角,以學(xué)生學(xué)習(xí)動(dòng)機(jī)為切入點(diǎn),結(jié)合初中學(xué)生身體和心理發(fā)展的特點(diǎn),對(duì)初中生思想品德課學(xué)習(xí)動(dòng)機(jī)目前的狀況進(jìn)行梳理,并分析探索改善學(xué)習(xí)動(dòng)機(jī)現(xiàn)狀的策略。希望通過(guò)這些策略能激發(fā)學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)熱情,調(diào)動(dòng)他們潛在的學(xué)習(xí)動(dòng)機(jī),使學(xué)生真正積極主動(dòng)的參與到課堂教學(xué)中,成為教學(xué)活動(dòng)的主體,課堂的主人。筆者主要從教育部大力推行的新課程改革以及學(xué)生主體課堂等方面入手,在緒論章節(jié)分析了本論文的研究背景、研究意義,總結(jié)闡述了有關(guān)學(xué)習(xí)動(dòng)機(jī)的研究現(xiàn)狀、論文所采用的研究方法以及論文的創(chuàng)新之處與不足之處。第二部分:通過(guò)閱讀大量與本論文相關(guān)的文獻(xiàn)資料,筆者首先對(duì)學(xué)生主體課堂以及思想品德課學(xué)習(xí)動(dòng)機(jī)等核心的概念進(jìn)行了界定。其次介紹了與本論文研究相關(guān)的理論,強(qiáng)化動(dòng)機(jī)理論、需要層次理論、建構(gòu)主義學(xué)習(xí)理論作為論文研究的理論依據(jù)。接下來(lái)筆者對(duì)學(xué)生主體課堂以及思想品德課學(xué)習(xí)動(dòng)機(jī)這兩者之間的關(guān)系進(jìn)行了分析,總結(jié)出兩者不可分割、相互依存、相互促進(jìn)的聯(lián)系。在本章節(jié)的最后,筆者總結(jié)了學(xué)生主體課堂中激發(fā)初中生思想品德課學(xué)習(xí)動(dòng)機(jī)的意義,主要有以下幾點(diǎn):體現(xiàn)新課程改革標(biāo)準(zhǔn)的要求;符合初中生身心發(fā)展的特點(diǎn);符合思想品德課學(xué)科性質(zhì)的要求;提高思想品德課的教學(xué)效果;有利于主體課堂的構(gòu)建。第三部分:通過(guò)對(duì)教學(xué)實(shí)習(xí)過(guò)程中收集到的資料進(jìn)行歸納、總結(jié),筆者對(duì)目前初中生思想品德課學(xué)習(xí)動(dòng)機(jī)存在的問(wèn)題進(jìn)行了整理,并分析出現(xiàn)這些問(wèn)題的原因。通過(guò)這些分析,幫助教師和學(xué)生對(duì)思想品德課學(xué)習(xí)現(xiàn)狀有一個(gè)明確的認(rèn)識(shí),喚起他們對(duì)思想品德課的重視。第四部分:筆者針對(duì)學(xué)生思想品德課學(xué)習(xí)動(dòng)機(jī)存在的問(wèn)題,提出了改善的方法,主要包括以下幾個(gè)方面:學(xué)生自身,教師方面,學(xué)校方面。希望通過(guò)這些策略,能有效改善目前主體課堂中思想品德課的教學(xué)狀況。
[Abstract]:The junior middle school stage is the key period for teenagers to cultivate their ideological and moral quality, and also the key period for their learning to be a man. At this time, they urgently need the school to give correct guidance and effective help in the formation of its good moral character. Ideological and moral lesson is the main channel of moral education for teenagers, whose primary task is to help students improve their moral quality and form a healthy psychological quality. However, such a course, which is of great significance to the country, society and individuals, is in an awkward situation in practical teaching. Because of the bondage of the traditional teaching concept and the deep-rooted system of exam-oriented education, although the new curriculum reform strongly advocated the mode of student-subject classroom teaching, the teaching effect of ideological and moral lesson has not been improved. In a word, influenced by all kinds of unfavorable factors, students' interest in learning moral lesson is low, learning motivation is lacking, and the function and function of ideological and moral lesson can not be effectively reflected. Therefore, this thesis takes the main classroom as the research angle, takes the student's learning motivation as the breakthrough point, unifies the junior middle school student's physical and psychological development characteristic, carries on the comb to the junior high school student's thought moral lesson study motive present condition. It also analyzes the strategies to improve the present situation of learning motivation. It is hoped that these strategies can arouse the students' interest and enthusiasm in learning, arouse their latent learning motivation, and enable students to participate in classroom teaching actively and become the main body of teaching activities and masters of classroom. In the introduction chapter, the author analyzes the research background and significance of this paper, summarizes and expounds the current situation of the research on learning motivation, mainly from the aspects of the new curriculum reform and the students' main class which are vigorously implemented by the Ministry of Education, and analyzes the research background and significance of this paper in the introduction chapter. The research method adopted in this paper and the innovation and deficiency of the thesis. The second part: by reading a large number of literature related to this paper, the author defines the core concepts of the students' main class and the learning motivation of the ideological and moral class. Secondly, it introduces the theory related to the research of this paper, strengthens the motivation theory, needs the hierarchy theory, and takes the constructivism learning theory as the theoretical basis of the thesis research. Then the author analyzes the relationship between the students' main class and the learning motivation of ideological and moral lesson, and concludes that the two are inseparable, interdependent and mutually promoting. At the end of this chapter, the author summarizes the significance of motivating junior high school students' learning motivation in the main classroom, which includes the following points: to embody the requirements of the new curriculum reform standard, to meet the characteristics of junior high school students' physical and mental development; It meets the requirements of the subject nature of the ideological and moral course, improves the teaching effect of the ideological and moral course, and is beneficial to the construction of the subject class. The third part: through the summary of the data collected in the course of teaching practice, the author collates the problems existing in the learning motivation of the junior high school students' ideological and moral lesson, and analyzes the reasons for these problems. Through these analyses, teachers and students are helped to have a clear understanding of the present learning situation of ideological and moral lessons, and to arouse their attention to ideological and moral lessons. The fourth part: aiming at the problems existing in the motivation of students' moral education, the author puts forward the methods of improvement, including the following aspects: students themselves, teachers and schools. It is hoped that these strategies can effectively improve the teaching situation of ideological and moral lessons in the main class.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2
本文編號(hào)：2342954
[Abstract]:The junior middle school stage is the key period for teenagers to cultivate their ideological and moral quality, and also the key period for their learning to be a man. At this time, they urgently need the school to give correct guidance and effective help in the formation of its good moral character. Ideological and moral lesson is the main channel of moral education for teenagers, whose primary task is to help students improve their moral quality and form a healthy psychological quality. However, such a course, which is of great significance to the country, society and individuals, is in an awkward situation in practical teaching. Because of the bondage of the traditional teaching concept and the deep-rooted system of exam-oriented education, although the new curriculum reform strongly advocated the mode of student-subject classroom teaching, the teaching effect of ideological and moral lesson has not been improved. In a word, influenced by all kinds of unfavorable factors, students' interest in learning moral lesson is low, learning motivation is lacking, and the function and function of ideological and moral lesson can not be effectively reflected. Therefore, this thesis takes the main classroom as the research angle, takes the student's learning motivation as the breakthrough point, unifies the junior middle school student's physical and psychological development characteristic, carries on the comb to the junior high school student's thought moral lesson study motive present condition. It also analyzes the strategies to improve the present situation of learning motivation. It is hoped that these strategies can arouse the students' interest and enthusiasm in learning, arouse their latent learning motivation, and enable students to participate in classroom teaching actively and become the main body of teaching activities and masters of classroom. In the introduction chapter, the author analyzes the research background and significance of this paper, summarizes and expounds the current situation of the research on learning motivation, mainly from the aspects of the new curriculum reform and the students' main class which are vigorously implemented by the Ministry of Education, and analyzes the research background and significance of this paper in the introduction chapter. The research method adopted in this paper and the innovation and deficiency of the thesis. The second part: by reading a large number of literature related to this paper, the author defines the core concepts of the students' main class and the learning motivation of the ideological and moral class. Secondly, it introduces the theory related to the research of this paper, strengthens the motivation theory, needs the hierarchy theory, and takes the constructivism learning theory as the theoretical basis of the thesis research. Then the author analyzes the relationship between the students' main class and the learning motivation of ideological and moral lesson, and concludes that the two are inseparable, interdependent and mutually promoting. At the end of this chapter, the author summarizes the significance of motivating junior high school students' learning motivation in the main classroom, which includes the following points: to embody the requirements of the new curriculum reform standard, to meet the characteristics of junior high school students' physical and mental development; It meets the requirements of the subject nature of the ideological and moral course, improves the teaching effect of the ideological and moral course, and is beneficial to the construction of the subject class. The third part: through the summary of the data collected in the course of teaching practice, the author collates the problems existing in the learning motivation of the junior high school students' ideological and moral lesson, and analyzes the reasons for these problems. Through these analyses, teachers and students are helped to have a clear understanding of the present learning situation of ideological and moral lessons, and to arouse their attention to ideological and moral lessons. The fourth part: aiming at the problems existing in the motivation of students' moral education, the author puts forward the methods of improvement, including the following aspects: students themselves, teachers and schools. It is hoped that these strategies can effectively improve the teaching situation of ideological and moral lessons in the main class.
【學(xué)位授予單位】：河南師范大學(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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