【摘要】：作業(yè)作為連接教師教和學(xué)生學(xué)的橋梁,是學(xué)生復(fù)習(xí)鞏固知識(shí)、消化理解知識(shí)的重要途徑,是學(xué)生培養(yǎng)創(chuàng)造性思維、提高道德素養(yǎng)、鍛煉實(shí)踐能力極其重要的環(huán)節(jié);還是教師了解學(xué)生課堂學(xué)習(xí)情況、調(diào)節(jié)教學(xué)策略的重要依據(jù)。思想政治作業(yè)作為高中思想政治課堂教學(xué)的有效補(bǔ)充,是思想政治教學(xué)設(shè)計(jì)必不可少的環(huán)節(jié),是學(xué)生學(xué)習(xí)政治知識(shí)、培養(yǎng)政治素養(yǎng)、形成一定政治技能的基本途徑,是反饋學(xué)生思想政治課學(xué)習(xí)效果的主要渠道,承擔(dān)著全面組織和協(xié)調(diào)學(xué)生在知識(shí)、能力、情感態(tài)度與價(jià)值觀方面的重要職責(zé)。思想政治作業(yè)的重要作用,決定了其作業(yè)設(shè)計(jì)在政治課教學(xué)中的重要性。思想政治作業(yè)設(shè)計(jì)作為課堂教學(xué)必不可少的環(huán)節(jié),具有鞏固思想政治學(xué)科知識(shí)、鍛煉學(xué)生的動(dòng)手操作能力、反饋教師教學(xué)效果等方面的重要作用。但是,本文通過(guò)調(diào)查研究發(fā)現(xiàn),在實(shí)際的教學(xué)中卻存在著這樣的情況:有些高中思想政治教師往往在全班布置整齊劃一的作業(yè),忽略了學(xué)生之間智力的差異和個(gè)性發(fā)展的不同。作業(yè)形式也僅僅局限在抄抄、背背這種傳統(tǒng)方式上,簡(jiǎn)單、機(jī)械、重復(fù),學(xué)生們不感興趣。作業(yè)來(lái)源大多是現(xiàn)成的輔導(dǎo)資料、練習(xí)冊(cè),有的材料比較陳舊,不能很好的檢驗(yàn)學(xué)習(xí)們的學(xué)習(xí)效果等等,高中思想政治課作業(yè)設(shè)計(jì)存在著諸多問(wèn)題。目前,國(guó)內(nèi)外學(xué)者在作業(yè)設(shè)計(jì)方面已取得不錯(cuò)的研究成果。在我國(guó)如何解決高中思想政治課作業(yè)設(shè)計(jì)中出現(xiàn)的種種問(wèn)題,還需要廣大教育者以及一線教師在吸收、借鑒他人經(jīng)驗(yàn)的基礎(chǔ)上共同探討與努力�；羧A德·加德納教授首次提出的多元智力理論為我們優(yōu)化作業(yè)設(shè)計(jì)開辟了一個(gè)新的思路,引領(lǐng)我們?cè)谛碌慕嵌壬先フJ(rèn)識(shí)作業(yè)設(shè)計(jì)的應(yīng)對(duì)措施,為高中思想政治課作業(yè)設(shè)計(jì)提供了一定的啟示和參考。[1]因此,本文借鑒多元智力的相關(guān)理論,結(jié)合自身的教育實(shí)習(xí)經(jīng)歷,以及對(duì)思想政治課作業(yè)現(xiàn)狀調(diào)查結(jié)果的分析,提出優(yōu)化作業(yè)設(shè)計(jì)的對(duì)策,希望能夠?yàn)檎谓處熯M(jìn)行高中思想政治課作業(yè)設(shè)計(jì)提供一定的啟示。本文主要從以下三個(gè)部分展開論述:第一部分,闡述了多元智力理論的提出和涵義、特點(diǎn),高中思想政治課作業(yè)設(shè)計(jì)的定義和作用,多元智力理論對(duì)高中思想政治課作業(yè)設(shè)計(jì)的啟示。加德納教授認(rèn)為,人的智力是多元的,并且是不斷發(fā)展的,每個(gè)個(gè)體至少具有八種智力,呈現(xiàn)出多元性、差異性等特點(diǎn)。高中思想政治課作業(yè)設(shè)計(jì)就是依據(jù)一定的思想政治課教學(xué)理念和學(xué)生的知識(shí)水平,在高中思想政治課程目標(biāo)和課程標(biāo)準(zhǔn)的指導(dǎo)下,全面分析作業(yè)設(shè)計(jì)中出現(xiàn)的問(wèn)題,進(jìn)而對(duì)作業(yè)的內(nèi)容、形式等進(jìn)行針對(duì)性、科學(xué)化的設(shè)計(jì)過(guò)程。高中思想政治課作業(yè)設(shè)計(jì)在鞏固思想政治學(xué)科知識(shí)、培養(yǎng)學(xué)生實(shí)踐能力、塑造科學(xué)價(jià)值觀等方面有著重要的作用。加德納教授提出的多元智力理論,為作業(yè)的設(shè)計(jì)與優(yōu)化提供了一個(gè)嶄新的思路,對(duì)高中思想政治課作業(yè)設(shè)計(jì)有著諸多啟示,如作業(yè)形式要多樣化,作業(yè)內(nèi)容要豐富等。第二部分,分析了當(dāng)前高中思想政治課作業(yè)設(shè)計(jì)中出現(xiàn)的問(wèn)題及其原因。結(jié)合自身的教育實(shí)習(xí)經(jīng)歷,本文分析與研究了高中思想政治課作業(yè)設(shè)計(jì)現(xiàn)狀的調(diào)查結(jié)果,發(fā)現(xiàn)思想政治課作業(yè)設(shè)計(jì)具有以下幾個(gè)方面的問(wèn)題:作業(yè)內(nèi)容枯燥,遠(yuǎn)離生活;作業(yè)形式單一,模式僵化;作業(yè)難度不均,缺乏層次;作業(yè)目的單一,強(qiáng)調(diào)“雙基”等。本文根據(jù)對(duì)高中政治老師的訪談,分析了當(dāng)前思想政治課作業(yè)設(shè)計(jì)出現(xiàn)上述問(wèn)題的原因,如傳統(tǒng)的教學(xué)觀、高考的巨大壓力、教學(xué)評(píng)價(jià)機(jī)制的弊端、教師自身能力的局限。第三部分,提出在多元智力理論的指導(dǎo)下優(yōu)化設(shè)計(jì)高中思想政治課作業(yè)的探討。首先,提出了高中思想政治課作業(yè)設(shè)計(jì)應(yīng)該遵循的多元化、差異性、創(chuàng)新性等原則。其次,在多元智力理論的指導(dǎo)下,提出了高中思想政治課作業(yè)設(shè)計(jì)的策略。本文分別從以下五個(gè)角度進(jìn)行了分析:第一,更新教師作業(yè)設(shè)計(jì)的觀念,提升作業(yè)設(shè)計(jì)的能力。第二,作業(yè)內(nèi)容貼近生活,體現(xiàn)趣味性。第三,作業(yè)形式豐富多樣,突出層次性:如設(shè)計(jì)分層作業(yè)、合作探究型作業(yè)、自主設(shè)計(jì)型作業(yè)等。第四,作業(yè)評(píng)價(jià)多元化:如評(píng)價(jià)方式多元化、評(píng)價(jià)主體多元化。第五,單項(xiàng)智力作業(yè)設(shè)計(jì),針對(duì)每個(gè)學(xué)生不同的智力發(fā)展特點(diǎn)設(shè)計(jì)專門化的作業(yè),促進(jìn)學(xué)生多種智力的綜合發(fā)展。
[Abstract]:As a bridge to the teaching of the teacher and the students, the operation is an important way for students to review and consolidate the knowledge and to digest and understand the knowledge. It is an important part of the students to develop the creative thinking, improve the moral quality and exercise the practical ability. The important basis of adjusting the teaching strategy. As an effective supplement to the ideological and political classroom teaching in high school, the ideological and political work is an essential part of the ideological and political teaching design, which is the basic way of the students to study the political knowledge, to develop the political quality and to form a certain political skill. It is the main channel to feed back the learning effect of the students' ideological and political class, and has the important duty to organize and coordinate the students in the knowledge, the ability, the emotional attitude and the values. The important function of ideological and political work determines the importance of its operation design in the teaching of political class. The design of ideological and political work, as an essential part of classroom teaching, has an important role in consolidating the knowledge of ideological and political subjects, exercising the ability of the students to do their hands, and feeding back the teaching effect of the teachers. However, through the investigation and research, this paper has found that in the actual teaching there is a situation: some high school ideological and political teachers tend to arrange the whole class of homework in the class, and neglect the difference of the intelligence among the students and the difference of the development of the individual. The form of operation is limited only to the copying and back-back, which is simple, mechanical and repetitive, and the students are not interested. Most of the job sources are out-of-the-box guidance materials, exercise books, some materials are old, they can't be very good to check the learning effect of the students, and so on, there are many problems in the design of the high school ideological and political class. At present, the domestic and foreign scholars have made good research results in the work design. In our country, how to solve the problems in the design of the high school ideological and political class, we also need the educators and the first-line teachers to explore and work together on the basis of absorbing and drawing on the experience of others. The multi-intelligence theory, which is first put forward by Professor Howard Gardner, opens up a new train of thought for our optimization operation design, and leads us to know the coping measures of the work design in a new angle, and provides some enlightenment and reference for the design of the high school ideological and political class. [1] Therefore, this paper, based on the theory of multi-intelligence, combined with the experience of its own educational practice and the analysis of the present investigation results of the operation of the ideological and political class, put forward the countermeasures to optimize the operation design. It is hoped to provide some enlightenment for the design of the high school ideological and political course for the political teachers. The article mainly discusses the following three parts: the first part, expounds the concept and meaning of the multi-intelligence theory, the definition and the function of the high school ideological and political lesson work design, and the enlightenment of the multi-intelligence theory to the design of the high school ideological and political lesson. Prof. Gardner is of the view that human intelligence is multi-element and is evolving, with each individual having at least eight intelligence, a diversity, a difference, and the like. The design of the high school ideological and political class is to analyze the problems in the design of the operation in a comprehensive way under the guidance of the high school ideological and political course objectives and the curriculum standards, and then the content, form and the like of the work, based on the teaching idea of a certain ideological and political class and the knowledge level of the students. Scientific design process. The design of the high school ideological and political class plays an important role in the consolidation of the knowledge of the ideological and political subject, the cultivation of the students' practical ability and the shaping of the scientific values. The multi-intelligence theory put forward by Professor Gardner provides a brand-new idea for the design and optimization of the operation, and has a lot of enlightenment to the design of the high school ideological and political class, such as the diversification of the operation form, the rich working contents and so on. The second part analyzes the problems and causes of the current high school ideological and political course design. Based on the experience of its own educational practice, this paper analyzes and studies the results of the present situation of the design of the ideological and political lesson in high school, and finds out that the design of the ideological and political class has the following aspects: the operation is boring and far away from the life; the operation form is single and the pattern is rigid; The operation difficulty is uneven, the level is lacking, the operation purpose is single, and the "two-base" and the like are emphasized. Based on the interview with the high school political teacher, this paper analyzes the causes of the above-mentioned problems in the current ideological and political course design, such as the traditional teaching view, the great pressure of the college entrance examination, the disadvantages of the teaching evaluation mechanism and the limitation of the ability of the teachers themselves. In the third part, it is proposed to optimize the design of the high school ideological and political class operation under the guidance of the multi-intelligence theory. First, the principles of pluralism, difference and innovation that should be followed in the design of the high school ideological and political course should be put forward. Secondly, under the guidance of the multi-intelligence theory, the strategy of the design of the high school ideological and political course is put forward. This paper analyzes the following five angles: first, to update the concept of the teacher's job design and to improve the ability of the job design. Second, the operation content is close to life, and the interest is reflected. Third, the form of operation is rich and varied, and the level of work is different: such as design of layered operation, cooperative inquiry type operation, self-designed operation, etc. Fourth, the operation evaluation is diversified: for example, the evaluation method is diversified, and the main body is diversified. Fifth, the individual intelligence operation design, aiming at the different intellectual development characteristics of each student, design specialized operation, and promote the comprehensive development of the students' various intelligence.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.2

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