高中思想政治课情境教学存在的问题及对策

发布时间：2018-06-14 08:48

本文选题：高中思想政治课 + 情境教学　；参考：《华中师范大学》2015年硕士论文

【摘要】：每一门学科都承载着传授知识,并使学生的知识积累逐渐增加的任务,思想政治课也不例外。除此以外,思想政治课还要解决对知识的信仰和付诸实践的特殊矛盾,最终实现认知、情感、意志、信念、行为五个要素的相互协调、和谐统一。其中,情感起着连接作用,情感能提高认知、凝炼意志、坚定信念并最终外化成行为。知识一般具有抽象性、概括化的属性,只有融入到具体的情境中,激发学生的情感,学生才能更好地理解,最终提高教学效果。因此,情境教学的研究符合思想政治课教学实践的需要。在新课改的指导下,大部分教师正努力改变传统的以讲授为主的教学模式,积极开展对情境教学的研究和推动其在课堂上的实施,改变了以往单一、枯燥的课堂教学现状。但是由于种种原因,在实践中暴露出一些问题,思想政治课情境教学开展的效果并不是十分理想,这也挫伤了教师的热情与信心。鉴于此,本文将对这个问题加以研究。本文分三部分。第一部分,对情境教学的内涵及实施的必要性进行界定,其中,情境教学的内涵从内涵(含义)和外延(要素、特征)两方面进行阐述,为后文的研究打下基础。第二部分,对情境教学的实施现状进行诊断,通过教学实习时的观察,并与一部分政治教师交流,发现情境教学在实施过程中存在的问题,主要有以下几个误区：重趣味性轻知识性；重教研轻常态；在环节上缺乏连贯性；没有处理好“预设”与“生成”的关系；创设的情境空间范围狭小；缺乏对传统教学方法的组合运用。然后针对问题从四个方面进行原因探究,具体包括：应试教育体制下教学评价的弊端；政治课课时少；缺少相应的教育实践基地与经费的支持；部分教师专业素养的欠缺。第三部分,结合第二部分调查研究进行了问题对策研究。主要从四个方面进行论述：建立发展性的评价体系；调整政治课课时设置；增加各类教育实践基地和经费的支持；提高教师的专业素养。
[Abstract]:Each subject carries the task of imparting knowledge and increasing students' knowledge accumulation. In addition, the ideological and political course should solve the special contradiction of belief in knowledge and put into practice, and finally realize the harmony and unity of the five elements of cognition, emotion, will, belief and behavior. Among them, emotion acts as a link, and emotion improves cognition, solidifies will, firm belief and finally externalizes into behavior. Knowledge generally has the attribute of abstractness and generalization. Only when the knowledge is integrated into the concrete situation can the students understand it better and finally improve the teaching effect. Therefore, the research of situational teaching accords with the need of ideological and political teaching practice. Under the guidance of the new curriculum reform, most teachers are trying to change the traditional teaching mode, actively carry out the research on situational teaching and promote its implementation in the classroom, changing the former single, boring classroom teaching status quo. However, due to various reasons, some problems are exposed in practice. The effect of situational teaching in ideological and political course is not very ideal, which also dampens teachers' enthusiasm and confidence. In view of this, this paper will study this problem. This paper is divided into three parts. In the first part, the connotation of situational teaching and the necessity of its implementation are defined, in which the connotation of situational teaching is expounded from two aspects: connotation (meaning) and extension (element, characteristic), which lays a foundation for the later study. In the second part, the author makes a diagnosis of the current situation of the implementation of situational teaching, through the observation of teaching practice, and communicates with some political teachers, and finds out the problems existing in the implementation of situational teaching. There are several misunderstandings as follows: emphasizing interest over knowledge; emphasizing teaching and research over normal; lacking coherence in links; failing to deal with the relationship between "presupposition" and "generation"; creating a narrow scope of situation space; Lack of combination of traditional teaching methods. Then the reasons for the problem from four aspects, including: the shortcomings of teaching evaluation under the exam-oriented education system; less political class hours; lack of corresponding educational practice base and funding support; lack of professional literacy of some teachers. The third part, combined with the second part of the investigation and study of the countermeasures. Mainly from four aspects: to establish a developmental evaluation system; to adjust the political class hours; to increase the support of various educational practice bases and funds; to improve the professional literacy of teachers.
【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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