【摘要】：在課改不斷深入的基礎(chǔ)上以及教育部提出要研究制定學(xué)生發(fā)展核心素養(yǎng)體系和學(xué)業(yè)質(zhì)量標(biāo)準(zhǔn)的背景下,學(xué)生學(xué)習(xí)的自主性、合作性以及探究性進(jìn)一步受到重視,大家對課堂教學(xué)的民主性和學(xué)生的主體地位、教師的主導(dǎo)作用的發(fā)揮也提出了新的要求。所以,鑒于課堂討論本身所具有的探究性、創(chuàng)生性、有效性與合作性,能夠激發(fā)學(xué)生學(xué)習(xí)興趣、提高課堂教學(xué)質(zhì)量的作用,好多教師在積極地使用這一方法展開教學(xué)。但是,在教學(xué)實(shí)踐中,課堂討論卻存在形式化和低效化的問題。本文對高中思想政治教學(xué)中的課堂討論所出現(xiàn)的問題進(jìn)行了概括與反思,進(jìn)而引入焦點(diǎn)討論法,并對其起源與內(nèi)涵、實(shí)施步驟和各層面問題的設(shè)計(jì)方法進(jìn)行了介紹,并通過具體的教學(xué)實(shí)驗(yàn)論證其運(yùn)用在《經(jīng)濟(jì)生活》中的教學(xué)效果。焦點(diǎn)討論法在國外教育領(lǐng)域得到了較廣泛的認(rèn)可,在國內(nèi)還主要是作為一種討論方法運(yùn)用在各種會議中,在教育領(lǐng)域只有少數(shù)學(xué)者進(jìn)行研究與實(shí)踐,可以說是亟待深入。本文在借鑒前人優(yōu)秀成果的基礎(chǔ)上,對焦點(diǎn)討論法的實(shí)施流程進(jìn)行設(shè)計(jì),分別是:制定教學(xué)目標(biāo)→預(yù)評估→設(shè)計(jì)焦點(diǎn)討論→開展課堂討論→進(jìn)行學(xué)習(xí)評價五個程序。依據(jù)相關(guān)理論與設(shè)計(jì),針對《經(jīng)濟(jì)生活》的內(nèi)容,在M中學(xué)展開了焦點(diǎn)討論法的實(shí)驗(yàn)研究。在實(shí)驗(yàn)結(jié)束后,對焦點(diǎn)討論法的實(shí)施效果進(jìn)行分析、評價,從而得出結(jié)論,回答實(shí)驗(yàn)假設(shè):與傳統(tǒng)教學(xué)法相比,焦點(diǎn)討論法的運(yùn)用能夠顯著地提高學(xué)生對《經(jīng)濟(jì)生活》的學(xué)習(xí)興趣以及學(xué)習(xí)成績,并且對于學(xué)生提高自身提取材料信息和分析、解讀材料的能力具有明顯的幫助。希望本研究能打破傳統(tǒng)思想政治教學(xué)方法的束縛,為課堂討論的實(shí)施提供一種新的教學(xué)思路,從而促進(jìn)思想政治教學(xué)效果的提升。
[Abstract]:On the basis of the deepening of curriculum reform and the background that the Ministry of Education proposes to study the development of core literacy system and academic quality standards for students, the autonomy, cooperation and inquiry of students' learning have been paid more attention to. New demands have been put forward for the democracy of classroom teaching, the main position of students and the leading role of teachers. Therefore, in view of the inquiring, creative, effective and cooperative nature of classroom discussion itself, which can stimulate students' interest in learning and improve the quality of classroom teaching, many teachers are actively using this method to carry out teaching. However, in teaching practice, there are problems of formalization and low efficiency in classroom discussion. This paper generalizes and reflects on the problems in the classroom discussion in high school ideological and political teaching, then introduces the focus discussion method, and introduces its origin and connotation, the implementation steps and the design methods of various levels of problems. And through the concrete teaching experiment to prove its application in the economic life teaching effect. The method of focus discussion has been widely recognized in the field of education abroad. In China, it is also mainly used as a method of discussion in various conferences. Only a few scholars in the field of education have carried out research and practice, which can be said to be in urgent need of further study. On the basis of drawing lessons from the outstanding achievements of the predecessors, this paper designs the implementation process of the focus discussion method, which consists of five programs: making the teaching objective and designing the focus discussion and carrying out the classroom discussion and the learning evaluation. According to the relevant theory and design, the experimental research on the method of focus discussion is carried out in M Middle School. At the end of the experiment, the effect of the focus discussion method is analyzed and evaluated, then the conclusion is drawn and the experimental hypothesis is answered: compared with the traditional teaching method, The application of the focus discussion method can significantly improve the students' interest in and academic achievement in Economic Life, and improve the students' ability to extract and analyze the materials and to interpret the materials. It is hoped that this study can break the shackles of traditional ideological and political teaching methods and provide a new teaching idea for the implementation of classroom discussion, thus promoting the improvement of ideological and political teaching effect.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.2

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