广西高中思想政治课合作学习实施现状的调查与思考

发布时间：2018-04-30 06:20

本文选题：合作学习 + 高中思想政治课　；参考：《广西师范大学》2015年硕士论文

【摘要】：合作学习自新课程改革开展以来就受到广大教育工作者的关注。自2012年起,广西的新课程改革已经过了将近三年时间,合作学习在广西的基础教育工作中同样受到关注,在各学科的教学实践中得到大力推广。到目前为止,广西高中思想政治课合作学习的实施现状如何?取得了哪些成绩?又存在哪些问题?这些都是本课题的着眼点。本课题主要是对广西高中思想政治课实施合作学习进行实证研究,目的在于进一步丰富、深化对合作学习的认识,找出实践中存在的问题及原因,并针对其中的不足寻求对策。这样不仅对高中思想政治课合作学习的实施有实际性的应用价值,而且对进一步推进广西高中新课程改革工作也具有借鉴意义。本课题主要进行了两个方面的准备,即在合作学习理论以及研究方法上的准备。首先合作学习理论上的准备：在这一方面,将合作学习的研究现状及其相关内容进行了梳理,探讨了合作学习的概念。在这一过程中,分析不同学者对“合作学习”相关概念的理解和运用,区分不同学者对这一问题的研究内容及其取向的异同,以此为基础对本研究中所涉及的重要术语给出了相应的操作性定义。专家学者们对合作学习相关内容的研究,为本文研究高中思想政治课合作学习的实施现状提供了有力的理论支撑,但从有利于提高高中思想政治课合作学习实施效果的角度来看,合作学习的教学实践研究应从学科特点出发,采用实证与思辨相结合的方法。因此,笔者认为针对高中思想政治课合作学习的教学实践研究应该以相关理论为指导,继而对教学实践中的问题进行研究,而这正是本研究开展的初衷。所以在研究方法上,采用实证调查的方式,尝试将定性、定量的研究方法综合利用,分析问题存在原因,继而提出具体的解决办法。在实际的操作过程中,本课题选取了南宁、柳州、桂林、百色等地较有代表性的二十所高中作为样本,对这些学校的教师和学生进行调查,取得高中思想政治课合作学习教学一线的材料。所有原始有效数据运用社会科学统计分析软件包(SPSS16.0)处理,本课题以问卷调查为主,综合采用多种研究方法达到研究的最终目的。这样既为高中思想政治课教师提供了一种更为广阔的视角,也为合作学习的进一步实施提供了必要的基础。经过本课题的实证研究发现：合作学习在广西高中思想政治课的教学实践中得到普遍关注,大部分教师在教学工作中已经开始对合作学习的实施进行了积极尝试。但是在教学实践中普遍存在以下问题：合作学习的小组构建不够合理;合作任务的分配方式并不恰当；合作学习的评价机制不够完善。针对这些问题,笔者综合调查研究的结果认为教师对合作学习的认识存在偏差,未能完全理解合作学习的价值所在;教师自身合作意识不足,影响其对合作学习的认识；教师缺少将合作学习转化为课堂实践的能力以及当前高中教育的客观环境限制都是导致合作学习实施出现上述问题的原因。基于实证研究的发现和合作学习的相关理论,本研究提出了完善广西高中思想政治课实施合作学习的具体建议：转变教师的教育观念,正确理解合作学习；激发教师的学习需求,增强教学培训效果；构建合理的学习小组,搭建合作平台；分配恰当的合作任务,确保人人尽责；创建科学的评价体系,展示学生多方面能力；改善现有的外在环境,提高合作学习实施效果。当然,本研究仍有进一步完善的空间。限于人力和物力的有限,笔者的调查范围不可能面面俱到,样本容量也有待于进一步扩大,对广西高中思想政治课合作学习实施现状的研究难以做到尽善尽美,笔者期望能在合作学习的研究上得到相关领域专家的批评指正。
[Abstract]:Since the reform of the new curriculum of cooperative learning has been paid attention to by the majority of educators. Since 2012, the new curriculum reform in Guangxi has been over three years, cooperative learning has been also concerned in the basic education work in Guangxi, and has to be popularized in the teaching practice of various disciplines. So far, Guangxi high school thought What are the achievements of the implementation of cooperative learning in political courses? What are the problems that have been achieved? These are the main points of this subject. This subject is mainly an empirical study on the implementation of cooperative learning in high school ideological and political courses in Guangxi. The purpose is to enrich and deepen the understanding of cooperative learning and to find out the problems in practice and to find out the problems in practice. The reasons are not only for the practical application value of the implementation of the cooperative learning in the high school ideological and political course, but also for the further promotion of the new curriculum reform of Guangxi high school. This subject is mainly prepared in two aspects, namely, the theory of cooperative learning and the research method. First, the preparation of cooperative learning theory: in this respect, the research status and related content of cooperative learning are combed, and the concept of cooperative learning is discussed. In this process, the understanding and application of different scholars to the concept of "cooperative learning" are analyzed, and the research content of the students on this problem is distinguished. On the basis of the similarities and differences of their orientation, the relevant operational definitions are given on the basis of the important terms involved in this study. The research on the related content of cooperative learning by experts and scholars has provided a strong theoretical support for the study of the implementation of the cooperative learning in high school ideological and political courses, but it is beneficial to the improvement of the high school ideological and political lessons. In the perspective of the effect of cooperative learning, the teaching practice of cooperative learning should start from the characteristics of the subject and adopt the method of combining empirical and speculative. Therefore, the author thinks that the research on the teaching practice of cooperative learning in high school ideological and political course should be guided by relevant theories and then study the problems in the teaching practice. This is the original intention of this study, so in the method of research, we use the method of empirical investigation, try to use the qualitative and quantitative research methods synthetically, analyze the cause of the problem, and then put forward specific solutions. In the actual operation process, the subject selected the representative twenty in Nanning, Liuzhou, Guilin, Baise and other places. As a sample, the high school is used as a sample to investigate the teachers and students in these schools and to obtain the material for the teaching frontline of the high school ideological and political cooperative learning. All the original and effective data are processed by the social science statistical analysis software package (SPSS16.0). The subject is based on the questionnaire survey, and a variety of research methods are adopted to achieve the final purpose of the study. This not only provides a broader perspective for the teachers of high school ideological and political courses, but also provides the necessary foundation for further implementation of cooperative learning. Through the empirical study of this topic, it is found that cooperative learning has been widely used in the teaching practice of the high school ideological and political course in Guangxi, and most of the teachers have already opened the teaching work. There is a positive attempt at the implementation of cooperative learning. However, the following problems are common in the teaching practice: the group construction of cooperative learning is not reasonable enough; the distribution mode of the cooperative task is not appropriate; the evaluation mechanism of cooperative learning is not perfect. There is a deviation in the understanding of practice, which fails to fully understand the value of cooperative learning; the lack of awareness of teachers' self cooperation affects their understanding of cooperative learning; the lack of teachers' ability to translate cooperative learning into classroom practice and the objective environmental restrictions of current high school education are the reasons for the implementation of the above-mentioned problems in cooperative learning. Based on the related theories of empirical research and cooperative learning, this study puts forward some specific suggestions to improve the implementation of cooperative learning in Guangxi high school ideological and political courses: to change teachers' educational ideas and to correctly understand cooperative learning; to stimulate teachers' learning needs and to enhance the effectiveness of teaching and training; to build a reasonable study group and to build a peaceful cooperation. To ensure that everyone is responsible, to ensure that everyone is responsible, to create a scientific evaluation system, to demonstrate the ability of the students in many aspects, to improve the existing external environment and to improve the effectiveness of cooperative learning. The capacity needs to be further expanded. The research on the status quo of the implementation of the cooperative learning in the high school ideological and political course in Guangxi is difficult to be perfect. The author expects to be criticized by the experts in the related fields on the research of cooperative learning.

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

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