討論式教學在思想品德課中的應用研究
發(fā)布時間：2019-03-17 14:32
【摘要】：中學階段是人生最重要的階段之一,是人生觀、價值觀、世界觀形成的重要時期。中學生正處于成長的關鍵時期,不僅僅要學習文化知識,培養(yǎng)學習能力,更要塑造良好的道德情操,使其成為一個道德高尚的人。因此,如何提高思想品德課的有效性成為了當前中學教育的重要問題。由于中學生以及思想品德課的特殊性,選擇何種教學方式來實施思想品德課成為了思想品德課過程中一個必須考慮的問題。通過對比分析發(fā)現(xiàn),討論式教學其所倡導的教學模式,對思想品德課具有良好的效果,所以本次研究以討論式教學為切入點對思想品德課進行了研究。本次研究共分為三個部分:第一大部分是對討論式教學相關理論問題的概述。在這一部分中主要分為了三個小部分,首先對討論式教學的相關概念做出了界定。在此基礎上,對討論式教學的三個理論淵源:建構主義學習理論、主體教育理論、人本主義教育理論進行了闡釋,為本次研究提供理論上的基礎。最后,從三個方面分析了當前思想品德運用討論式教學的必要性。第二大部分是問題和原因部分。通過深入思考,從四個方面總結了討論式教學在當前思想品德教學中存在的問題,即師生參與討論的積極性不高、討論的問題設置不合理、課堂討論形式設計不科學、過程缺乏正確的引導與規(guī)范。導致這些問題出現(xiàn)的原因是多方面的,具體而言,主要是教師教學理念滯后、教師對討論式教學的認識不足、教師與學生課前準備不夠充分、討論過程中教師的引導存在偏差四個方面的原因。第三大部分對策部分。這一部分分為三個小部分。首先,從四個方面探討了討論式教學在思想品德課應用中需要遵循的原則,即討論式教學在思想品德課應用中必須遵循學生主體原則、民主性原則、時代性原則和平等原則。其次,介紹了討論式教學的具體步驟。再次,根據(jù)當前思想品德課中討論式教學存在的問題,并結合討論式教學的步驟,從教學理念,對討論式教學的認識,討論準備工作以及教師在課堂討論中的引導作用發(fā)揮等四個方面提出了相應的解決對策。
[Abstract]:The middle school stage is one of the most important stages of life, it is the important period of the formation of outlook on life, values and world outlook. Middle school students are in a critical period of growth, not only to learn cultural knowledge, cultivate learning ability, but also to shape a good moral sentiment, so that it becomes a moral person. Therefore, how to improve the effectiveness of moral education has become an important issue in middle school education. Because of the particularity of middle school students and moral course, which teaching method should be chosen to carry out the moral course has become a question which must be considered in the course of ideological and moral class. Through the comparative analysis, it is found that the teaching mode advocated by discussion teaching has a good effect on the ideological and moral lesson, so this research takes the discussion teaching as the starting point to study the ideological morality course. This study is divided into three parts: the first part is a summary of the theoretical issues related to discussion teaching. In this part, it is divided into three small parts, first of all, the concept of discussion-based teaching is defined. On this basis, the author explains three theoretical sources of discussion teaching: constructivism learning theory, subject education theory and humanistic education theory, which provides a theoretical basis for this study. Finally, this paper analyzes the necessity of discussion teaching in the application of ideological and moral character from three aspects. The second part is the problem and the reason part. Through in-depth thinking, this paper sums up the problems existing in the current ideological and moral teaching from four aspects: the enthusiasm of teachers and students to participate in discussion is not high, the setting of problems discussed is unreasonable, and the design of classroom discussion form is not scientific. The process lacks proper guidance and norms. The reasons for these problems are various. Specifically speaking, the main reasons are that teachers' teaching ideas lag behind, teachers' understanding of discussion-based teaching is insufficient, and teachers and students are not fully prepared before class. There are four reasons for the deviation of teachers' guidance in the course of discussion. The third part is the countermeasure part. This part is divided into three small parts. First of all, from four aspects, this paper discusses the principles that should be followed in the application of discussion-style teaching in ideological moral class, that is, the principle of student-subject, the principle of democracy, the principle of the times and the principle of equality in the application of discussion-style teaching in the course of ideological morality. Secondly, it introduces the concrete steps of discussion teaching. Thirdly, according to the problems existing in the discussion teaching in the current ideological and moral class, and combined with the steps of the discussion teaching, from the teaching concept, the understanding of the discussion type teaching, The corresponding countermeasures are put forward in four aspects: the preparation for discussion and the guidance of teachers in the classroom discussion.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.2
本文編號：2442391
[Abstract]:The middle school stage is one of the most important stages of life, it is the important period of the formation of outlook on life, values and world outlook. Middle school students are in a critical period of growth, not only to learn cultural knowledge, cultivate learning ability, but also to shape a good moral sentiment, so that it becomes a moral person. Therefore, how to improve the effectiveness of moral education has become an important issue in middle school education. Because of the particularity of middle school students and moral course, which teaching method should be chosen to carry out the moral course has become a question which must be considered in the course of ideological and moral class. Through the comparative analysis, it is found that the teaching mode advocated by discussion teaching has a good effect on the ideological and moral lesson, so this research takes the discussion teaching as the starting point to study the ideological morality course. This study is divided into three parts: the first part is a summary of the theoretical issues related to discussion teaching. In this part, it is divided into three small parts, first of all, the concept of discussion-based teaching is defined. On this basis, the author explains three theoretical sources of discussion teaching: constructivism learning theory, subject education theory and humanistic education theory, which provides a theoretical basis for this study. Finally, this paper analyzes the necessity of discussion teaching in the application of ideological and moral character from three aspects. The second part is the problem and the reason part. Through in-depth thinking, this paper sums up the problems existing in the current ideological and moral teaching from four aspects: the enthusiasm of teachers and students to participate in discussion is not high, the setting of problems discussed is unreasonable, and the design of classroom discussion form is not scientific. The process lacks proper guidance and norms. The reasons for these problems are various. Specifically speaking, the main reasons are that teachers' teaching ideas lag behind, teachers' understanding of discussion-based teaching is insufficient, and teachers and students are not fully prepared before class. There are four reasons for the deviation of teachers' guidance in the course of discussion. The third part is the countermeasure part. This part is divided into three small parts. First of all, from four aspects, this paper discusses the principles that should be followed in the application of discussion-style teaching in ideological moral class, that is, the principle of student-subject, the principle of democracy, the principle of the times and the principle of equality in the application of discussion-style teaching in the course of ideological morality. Secondly, it introduces the concrete steps of discussion teaching. Thirdly, according to the problems existing in the discussion teaching in the current ideological and moral class, and combined with the steps of the discussion teaching, from the teaching concept, the understanding of the discussion type teaching, The corresponding countermeasures are put forward in four aspects: the preparation for discussion and the guidance of teachers in the classroom discussion.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.2
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