新课改背景下初高中政治课教学过渡问题研究

发布时间：2018-04-30 22:26

本文选题：新课改 + 初高中政治课　；参考：《河南师范大学》2015年硕士论文

【摘要】：新一轮基础教育课程改革自本世纪初实施以来,已在中学校园经历了三轮的教学实践,中学政治学科的教学工作在新课改的推动下得以不断改进,同时也在新形势下透射出一些问题。纵观目前初高中政治课的教学开展状况,关于如何顺利从初中阶段步入高中阶段这一教学过渡问题在老师和学生身上表现得较为突出,需引起各方注意。新课改的实施背景与核心理念为初高中政治课教学过渡的开展提供了坚实的理论支撑。“最近发展区”理论打破了中学生于不同阶段在知识、能力上存在空白和断层的局囿。对建构主义和人本主义学习理论的大力提倡,也帮助学生们在学习中逐渐摆脱被动和牵制,使他们得以在老师的指引下以主人翁的姿态去完成初高中的学习。当然,初高中政治课教学过渡不仅需要强大的理论支撑,亦离不开现实的教学开展状况。换而言之,有其过渡的必要性与可行性,与大而言是顺应时代发展与提升教育质量的选择,与小而言是和谐校园教学氛围、引导师生构建政治知识体系、实现教学目标的要求。笔者结合自身在初中和高中两个阶段的教育实习经历,并通过与几位教龄不同、年级不同的政治教师进行交流后发现,关于教学过渡中出现的问题形式多种多样。从教师来说,问题主要集中在对学生多项能力的过高估计、对初高中政治知识尤其是相通知识缺少整合等;从学生来说,矛盾点在于只讲理论脱离实践而造成的学习僵化,过渡困难。在抓住问题表现之余更重要的是要对问题进行主观与客观上的双重分析,深究根源,找到症结,并结合不同主体的问题表现与原因分析,有针对性地提出教学过渡的组织策略。在对组织策略进行论述时,笔者从三方主体出发,结合学校、教师以及学生在教学中的不同地位与特点,多管齐下,各个击破。学校方面,通过整合丰富的教学资源,创造条件,让师生进行跨学校跨年级的交流学习,增进了解,增强体会,并利用网络平台上的学习资源,深度互动配合,助力教学过渡。教师方面,重在将不同阶段的教学目标和教学方法吃透用活。学生方面,将自我调适与知识建构同步进行,在实现过渡期心理平衡的同时,转变角色,突破自我,全新起航。
[Abstract]:Since the implementation of the new round of basic education curriculum reform at the beginning of this century, it has experienced three rounds of teaching practice in the middle school campus, and the teaching work of the political subject in the middle school has been continuously improved under the impetus of the new curriculum reform. At the same time also in the new situation transmitted some problems. Looking at the current situation of politics teaching in middle and high schools, the problem of how to smoothly transition from junior middle school to senior high school is more prominent in teachers and students, which should be noticed by all sides. The implementation background and core idea of the new curriculum reform provide a solid theoretical support for the development of the political teaching transition in junior high school. The theory of "proximal development area" breaks the gap and fault in knowledge and ability of middle school students at different stages. The vigorous promotion of constructivism and humanism also helps students gradually get rid of passivity and restraint in their study, so that they can finish their junior high school learning under the guidance of teachers. Of course, the middle and high school political teaching transition not only needs strong theoretical support, but also can not be separated from the reality of teaching development. In other words, there is the necessity and feasibility of transition, the choice of adapting to the development of the times and improving the quality of education, and the requirement of harmonious campus teaching atmosphere to guide teachers and students to construct political knowledge system and realize the teaching goal. The author combines his own teaching practice experience in junior middle school and senior high school and finds that there are many kinds of problems in the transition of teaching by communicating with several political teachers of different teaching years and grades. As far as teachers are concerned, the main problems are the overestimation of students' multiple abilities, the lack of integration of political knowledge in junior and senior high schools, and especially the lack of integration of interlinked knowledge. For students, the contradiction lies in the rigidity of learning caused by the separation of theory from practice. The transition is difficult. Besides grasping the performance of the problem, it is more important to analyze the problem subjectively and objectively, to explore the root cause, to find the crux of the problem, and to put forward the organizational strategy of the transition of teaching in combination with the analysis of the performance and the cause of the problem of different subjects. When discussing the organization strategy, the author starts from the tripartite subject, combines the different status and characteristic of the school, the teacher and the student in the teaching. In school, by integrating rich teaching resources and creating conditions, teachers and students can communicate and learn across the school grade, enhance understanding and experience, and make use of the learning resources on the network platform to cooperate with each other in depth to help the transition of teaching. Teachers focus on teaching objectives and teaching methods in different stages. Students should synchronize self-adjustment with knowledge construction, change their roles, break through themselves, and set sail completely at the same time of realizing psychological balance in the transition period.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2

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