思想政治教学中“活动设计”应用的制约因素及其突破路径研究

发布时间：2018-05-27 14:37

本文选题：思想政治教学 + 活动设计　；参考：《华中师范大学》2015年硕士论文

【摘要】：在基础教育进行全面改革的背景下,依据高中思想政治课程标准的新要求,普通高中思想政治教科书也相应地做出了一定的调整与变革。主要表现在与以往教材板块不同,课标版思想政治教材的编写凸显了大量为学生提供相关思维活动以及行为表现方面的探究活动设计板块。这些“活动设计”将教学目标中要求学生掌握、了解的知识结合进学生的生活体验,对其进行应用就意味着在向学生提供基础知识、基本技能的同时,重视引领学生亲身经历知识、能力和情感态度价值观的生成过程,这对于落实基础教育课程改革的具体目标、体现高中思政课程的基本理念、促进学生的全面发展具有直接的不可小觑的影响。但现实中,在高中思政课堂上,由于受诸多内在、外在因素的制约,教师对于教材中活动设计的应用仍然存在很多问题,或直接忽略,或形式化应用,或无目的滥用,最终造成活动设计所具有的作用得不到充分发挥,应用实效性不明显的不良局面。如何改善高中课堂上政治教师应用活动设计的困境,使其所承载的具体目标即改变教学过于强调接受学习的现状,倡导学生主动学习,培养学生各方面的能力得以实现,是当前高中思政课的重要实践课题,同时也是本文的研究主题。除去绪论,本文的主要内容共包括三个部分。第一部分,在阐释活动设计应用的涵义基础上,分析了在思想政治教学中应用活动设计的必要性：落实新课程改革的内在需求；优化思想政治教学的比然选择；促进教师专业成长的客观要求；满足学生自身发展的现实需要。第二部分,对思想政治教材中活动设计在课堂教学中的应用状况进行概述,并分析其中存在的主要问题及其制约因素。思想政治教师在教学中对活动设计进行应用取得一定成效,但仍存在直接忽略、形式化应用、无目的滥用活动设计的问题。影响活动设计应用效果的主要制约因素有：部分教师观念更新难、能力不足；学生差异大；社会支持缺乏；评价机制僵硬等。第三部分,为突破活动设计应用的困境路径提供建议、策略：有效应用活动设计要在遵循思想性与科学性相统一、开放性与创造性相统一、启发性与探究性相统原则基础上,教师于准备阶段要注意更新教育教学观念,提高认识水平；明确活动设计理念,确定预期目标；立足教材内容主体,分析活动设计；把握学生个体差异,保证应用效果；完善自我知识结构,充分利用资源。在教学中的具体应用阶段,要做到注意突出生活化、趣味性；注重凸显师生“双主”地位；依据实际情况灵活应用；重视过程采用多元化评价。
[Abstract]:Under the background of comprehensive reform of basic education and according to the new requirements of ideological and political curriculum standards in senior high schools, the general high school ideological and political textbooks have also made certain adjustments and changes accordingly. The main performance is that different from the previous textbooks, the compilation of curriculum standard ideological and political textbooks highlights a large number of related thinking activities for students, as well as behavior performance of inquiry activities design plate. These "activity designs" combine the knowledge that students are required to master and understand into their life experiences, and their application means that they provide students with basic knowledge and basic skills at the same time. Attention should be paid to leading students to experience the process of forming knowledge, ability and emotional attitude and values, which can realize the specific goal of curriculum reform of basic education and embody the basic idea of ideological and political curriculum in senior high school. Promoting students' overall development has a direct impact on students. But in reality, because of the restriction of many internal and external factors, there are still many problems in the application of the activity design in the teaching material, either directly ignored, formalized, or abused aimlessly in the high school ideological and political class. The result is that the function of activity design is not given full play and the actual effect is not obvious. How to improve the dilemma of political teachers' application of activity design in high school classroom, and make the concrete goal that they carry is to change the present situation of teaching too much emphasis on accepting learning, to advocate students' active learning, and to cultivate students' ability in all aspects. It is an important practical subject in current high school ideological and political course, and is also the research topic of this paper. Apart from the introduction, the main content of this paper consists of three parts. The first part, on the basis of explaining the meaning of the application of activity design, analyzes the necessity of applying activity design in ideological and political teaching: the internal demand of implementing the new curriculum reform, the optimization of the choice of ideological and political teaching; To promote the objective requirements of teachers' professional growth and to meet the practical needs of students' own development. In the second part, the author summarizes the application of the activity design in the ideological and political teaching materials, and analyzes the main problems and its restrictive factors. Ideological and political teachers have made some achievements in the application of activity design in teaching, but there are still some problems such as direct neglect, formal application and aimless abuse of activity design. The main factors that influence the effect of activity design application are: some teachers' idea renewal is difficult, the ability is insufficient, the student difference is big, the social support is lacking, the evaluation mechanism is rigid, and so on. The third part provides suggestions for breaking through the difficult path of activity design and application. The effective application of activity design should be based on the principles of unity of thought and science, openness and creativity, inspiration and inquiry. Teachers should pay attention to renewing the educational and teaching concepts in the preparation stage, improve the level of understanding, define the concept of activity design, determine the expected goals, analyze the activity design based on the main body of the teaching material, grasp the individual differences of students, and ensure the application effect. Perfect self-knowledge structure and make full use of resources. In the specific application stage of teaching, we should pay attention to highlight the life, interesting; pay attention to highlight the status of teachers and students "double main"; according to the actual situation flexible application; pay attention to the process of diversified evaluation.
【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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