高中《经济生活》“收入分配与社会公平”框题的教学设计研究

发布时间：2018-01-05 17:09

本文关键词：高中《经济生活》“收入分配与社会公平”框题的教学设计研究　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：古人云：凡事预则立，不预则废。这给我们政治课教师的启示是，要想在课堂教学中做到临危不乱、运筹帷幄，就要在课前认真准备，提前做好教学设计，而不是在临上课时匆忙应付。教学设计是从事教学工作的教师为完成、优化教学目标，运用系统方法整体整合各教学因素和环节，为学生设计的教与学的错做计划方案，是课堂教学进行的程序，它是教学准备工作的重要组成部分。[1]有效的教学设计能使课堂教学有章可循，是课堂教学成功的重要保证，同时也是对政治课教师的综合素质的一个考验。思想政治课程理论性很强、知识覆盖面极广，要求学生能够关注社会，具备发现问题、解决问题的实践能力，同时着力于学生正确价值观的培养。如何上好政治课、培养全面发展的人才，是对政治课教师的综合能力的考验，也是需要高中政治课教师勇于面对的一大挑战。因此，为了促进学生的健康全面发展，遵循新课程改革的发展趋势，高中思想政治课教学设计的研究已成为当务之急，只有这样，才能使政治课堂充满生机与活力，促进学生三维教学目标的达成。近年来，高中政治学科一直十分重视关于教学设计的实践研究，一定程度上提高了高中政治课的教学效果。在这种趋势下，本文结合自己在教育实习期间的教学经验，对高中思想政治必修1《经济生活》第七课第二框题“收入分配与社会公平”进行教学设计研究，并将设计方案实践到课堂教学中，既关注于教学内容落实的研究，又强调对教学设计实践有效性的探究。在新课程改革理念的要求下，一个完整科学的教学设计一般要包括教材分析、学生分析、教学目标分析、重难点分析、设计教学方法、规划教学过程以及进行教学反思等几个必不可少的步骤。本文遵循教学设计的基本构成要素，着力于教学设计具体过程的展开，主要从以下四个方面展开论述：第一部分，是对“收入分配与社会公平”教学设计指导思想和依据的概述：从以生为本，尊重差异；情境创设，问题导引；方法多样，激发兴趣的角度阐述了本框设计的基本理念。具体论述了坚持德育性，培养学生的积极情感；坚持针对性，保证教学的合理性；坚持创新性，实现理论与实践的统一的基本要求。同时又遵循本框课程标准的要求，以具体教材内容框架以及高中生的独特认知发展特点为依据，力图使教学设计有理有据。第二部分，是教学设计的具体展开，是本文的重点部分。通过学情分析，制定三维目标，确定教学重难点，选择教学方法和具体教学过程的设计几个方面展开。教学过程设计力图生动有趣，选取了新材料、新案例，把枯燥的理论知识生动化、形象化，充分吸引学生的好奇心和注意力，，并首次尝试微课教学的形式。第三部分，是对本框题教学设计的反思环节，主要包括教学设计实施后的教学反思和对教学设计的再修改。通过具体教学授课，展现了第一次教学设计存在的不足，针对上课过程中出现的问题，进行积极反思并着重对教学过程部分做了修改。第四部分，结合教学设计的实践以及教育实习的经验，总结出了关于思想政治课教学设计有效性的几点思考：坚持新课改理念；整合教材，体现社会要求；构建以“问题解决”为主线的教学过程；努力提高教师自身素质。
[Abstract]:The teaching design is an important part of the teaching preparation work . It is an important guarantee of the success of classroom teaching and a test of the comprehensive quality of the political class teachers . In recent years , the study of the teaching design of high school ideological and political course has become the most urgent task in order to promote the students ' healthy and comprehensive development . Under the requirement of the new curriculum reform idea , a complete science teaching design generally includes teaching material analysis , student analysis , teaching goal analysis , difficulty analysis , design teaching method , planning and teaching process and teaching reflection . The first part is an overview of the guiding ideology and basis of the teaching design of " income distribution and social equity " . The basic idea of this frame design is expounded from the angle of student - based and respect for differences ; situation creation , problem guidance ; diversity of methods and exciting interests . It discusses the basic requirements of insisting on moral education , cultivating students ' positive emotion , insisting on innovation , realizing the unity of theory and practice , and trying to make the teaching design rational according to the requirements of the curriculum standards of this frame , in the concrete teaching material content framework and the unique cognitive development characteristics of high school students . The second part is the concrete development of the teaching design , which is the key part of this paper . Through the analysis of the situation , the three - dimensional objective is worked out to determine the difficulties of teaching , the selection of teaching methods and the design of the concrete teaching process are carried out . The teaching process design tries to be lively and interesting , selects new materials and new cases , makes the theoretical knowledge vivid and visualized , fully attracts the curiosity and attention of the students , and attempts the form of the micro - class teaching for the first time . The third part is the reflection of the teaching design of the present frame , mainly including the teaching reflection after the teaching design and the remodification of the teaching design . Through the teaching of the concrete teaching , this paper presents the deficiency of the first teaching design , and makes a positive reflection on the problems in the course of the class , and puts emphasis on the modification of the teaching process part . The fourth part , combining the practice of teaching design and the experience of educational practice , sums up some reflections on the effectiveness of teaching design of ideological and political lesson : sticking to the idea of new curriculum reform , integrating teaching materials , embodying social requirements , constructing teaching process with " problem solving " as the main line , and working hard to improve the teacher ' s own quality .

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2

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