高中思想政治课案例教学存在的问题及对策研究

发布时间：2018-01-19 02:18

本文关键词： 高中思想政治课案例教学　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在基础教育课程改革的大背景下,培养学生利用课本知识分析实际问题、解决实际问题的能力,帮助学生树立正确的世界观、人生观、价值观,已成为高中思想政治课的重要任务。要完成这一任务,优化课堂教学模式势在必行。案例教学是在启发式和生活化等教学思想的指导下,以案例为载体,引导学生在具体的情境中提出问题并思考、解决问题,从而提高学生分析问题、解决问题的能力的一种教学模式。实践证明,在高中思想政治课中实施案例教学模式,能够充分发挥学生的主体作用,在这一教学模式的课堂中学生处于核心地位,教学活动的设计都从学生的实际出发,这弥补了传统的讲授式教学模式的不足。高中思想政治课案例教学是一种能够充分调动学生学习的积极性、主动性的教学模式,它已受到了广大一线高中思想政治课教师的欢迎。当然这一教学模式也有自己的不足之处,高中思想政治课案例教学的有效运用还需要进行不断地研究和探索。本文根据笔者的教学实习经验及对一线教师的访谈,着重对当前思想政治课案例教学具体运用中存在的问题及其对策展开研究。本文共分为四个部分：第一部分,导言。这一部分主要论述了问题研究的缘由及意义,并对国内外的研究成果进行综述,还对本文研究思路和研究方法进行了简单阐述。第二部分,高中思想政治课案例教学的内涵及其重要性。首先对高中思想政治课案例教学的内涵进行了界定,并在此基础上分析了其特点；其次,从思想政治课程的特殊地位、学生的学习兴趣、教师的专业发展、教学目标的实现以及师生关系的构建等方面分析了高中思想政治课案例教学的重要性。此部分内容是全文的开端,同时也是整篇文章的论述的理论基础。第三部分,高中思想政治课案例教学存在的问题及其原因。这一部分的内容是在结合笔者教学实践以及访谈的基础上,将高中思想政治课案例教学中存在的问题进行了归纳,本文认为主要存在着具体运用方式单一、部分新教师的课堂组织能力欠佳、学生缺乏参与热情、缺少对案例的升华等问题。在归纳问题的基础上进一步对问题存在的原因进行了分析,本文认为存在这些问题的主要原因为：教师对案例教学的具体过程缺乏系统的认识、部分新教师缺乏应有的教学机智、学生角色定位不清晰等。此部分内容为全文的论述提供了现实基础。第四部分,高中思想政治课案例教学有效运用的对策思路。本部分内容是在立足于第三部分的论述的基础上,对高中思想政治课案例教学有效运用的对策思路进行了相应的分析探讨,提出要坚持的四个具体原则,即思想性、以问启思、以时促论、以情育智的原则；要提升教师对案例教学的认识；要积极培养教师的教学机智能力；要多措并举激发学生参与热情和全过程注重对案例的升华。
[Abstract]:Under the background of basic education curriculum reform, we should train students' ability to use textbook knowledge to analyze practical problems, solve practical problems, and help students to set up correct world outlook, outlook on life and values. In order to complete this task, it is imperative to optimize the classroom teaching mode. Case teaching is guided by heuristic and life-oriented teaching ideas, and takes the case as the carrier. It is a teaching mode to guide students to put forward problems, think and solve problems in specific situations, so as to improve students' ability to analyze and solve problems. The implementation of the case teaching model in the high school ideological and political class can give full play to the main role of the students. In this teaching mode, the middle school students are in the core position, and the design of teaching activities is based on the students' reality. This makes up for the deficiency of the traditional teaching mode. The case teaching of high school ideological and political course is a kind of teaching mode which can fully arouse the students' enthusiasm and initiative in learning. It has been welcomed by the majority of senior high school ideological and political teachers. Of course, this teaching model also has its own shortcomings. The effective use of the case teaching of high school ideological and political lesson still needs to be studied and explored continuously. This article according to the author's teaching practice experience and interviews to the front-line teachers. This article is divided into four parts: the first part. Introduction. This part mainly discusses the reason and significance of the research, and summarizes the research results at home and abroad, and also briefly describes the research ideas and methods of this paper. The second part. The connotation and importance of case teaching of ideological and political course in senior high school. Firstly, the connotation of case teaching of ideological and political course in high school is defined, and on this basis, the characteristics of case teaching of ideological and political course in high school are analyzed. Secondly, from the special status of ideological and political curriculum, students' interest in learning, teachers' professional development. The realization of teaching objectives and the construction of teacher-student relationship, etc., analyzes the importance of the case teaching of high school ideological and political lesson. This part is the beginning of the full text. At the same time, it is the theoretical basis of the whole article. The third part, the problems and reasons of the case teaching of high school ideological and political lesson. The content of this part is based on the author's teaching practice and interviews. This paper summarizes the problems existing in the case teaching of ideological and political lesson in senior high school. The author thinks that there is a single concrete application mode, some new teachers' classroom organization ability is poor, and the students lack enthusiasm for participation. Lack of the sublimation of cases and other issues. On the basis of induction of the problem further analysis of the causes of the problem. The main reasons for these problems are: teachers lack systematic understanding of the specific process of case teaching, and some new teachers lack due teaching wit. The role of students is not clear. This part provides a realistic basis for the full text of the discussion. 4th part. This part is based on the third part of the discussion on the basis. This paper makes a corresponding analysis and discussion on the countermeasures of the effective use of the case teaching in the ideological and political course of senior high school, and puts forward four concrete principles to be adhered to, namely, ideological content, the principle of asking and thinking, the principle of promoting theory by time, and the principle of educating wisdom with emotion; To enhance teachers' understanding of case teaching; We should actively cultivate teachers' teaching wits; To stimulate students to participate in the enthusiasm and focus on the whole process of sublimation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2

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