初中思想品德课堂游戏教学的研究

发布时间：2018-07-04 08:27

本文选题：游戏教学 + 游戏活动　；参考：《广西师范大学》2015年硕士论文

【摘要】：教学是师生双方互动交往的双边活动。由于学生学业负担过重,应付式的学习使木应充满欢乐和生机的教学活动,缺少了教学自身的魅力,而多了些被动的接受。在课堂中,我们很少能从学生的眼神中看到对学习的快乐和热情,很少看到学生对知识的向往与渴望。相反,很多的学生感到学校生活很压抑,了无生机,对学习内容不感兴趣,只是把学习当成一种任务。与此同时,部分教师在单.调、机械的教学生活里重复式的运转,他们体验不到教书育人带来的乐趣,更多感觉到的是工作的疲惫和无趣,其职业倦怠感日益增强。游戏教学使初中思品课堂焕发生命的活力,使教育走向本真,是目前初中思品课堂所需要的,鉴于此,本文试图将游戏教学理论运用于初中思想品德课的教学中,在教学活动中体现游戏活动的工具性价值及将游戏精神理念渗透于课堂中,希望能够为今后的教学提供些许参考,从而达到激发学生的学习兴趣、改变目前学生的学习状态、提高课堂的教学效果、塑造学生良好人格的目的。本文结合初中思想品德教学的特点,采用访谈、课堂观察的方式透视初J中思品课堂教学,围绕以下儿个问题进行研究和实践探索：游戏教学的含义及内涵是什么?实体游戏活动如何在初中思想品德课堂开展?游戏精神外显方式、游戏精神内在特征有哪些?游戏教学的教育价值及原则是什么?游戏教学效果如何?等等,并针对游戏教学课堂中存在的问题提出改进意见。文章共分为五个部分,第一部分是论文的前言,主要包括研究的起源、相关概念界定、文献综述、研究目的和意义、研究方法；第二部分是初中思想品德课堂游戏教学的相关理论依据,分别对游戏化学习理论、建构主义学习理论、人本主义学习理论、愉快教育理论进行了阐述；第三部分论述了游戏与初中思想品德教学的内在关联与教育价值,游戏教学不仅可以提高课堂学习效率、激发学生的智力和创造力、促进师生的情感交流而且还可以满足师生们的精神需求,塑造学生良好的人格。第四部分是关于初中思想品德课堂游戏教学的实践探索,本实践以“游戏教学”为切入点,结合思想品德学科的特点及初中生身心发展现状,以游戏教学原则为指导,分别从游戏活动教学和游戏精神理念贯穿课堂内外两种模式设计与实施思品课堂教学。最后从实践成效、存在问题及总结反思几方面对课堂教学实践效果进行评析,并对初中思想品德课堂开展游戏教学提出建议。
[Abstract]:Teaching is a bilateral activity in which teachers and students interact with each other. Due to the overburden of students' study, coping learning makes wooden teaching activities full of joy and vitality, lacking the charm of teaching itself, and more passive acceptance. In class, we can seldom see the joy and enthusiasm of learning from the eyes of students, and seldom see the yearning and desire of students for knowledge. On the contrary, many students feel that school life is very depressed, lifeless, not interested in learning content, but as a task. At the same time, some teachers in the single. Tune, mechanical teaching life in the repetitive operation, they can not experience the fun of teaching and educating people, more feeling is tired and boring work, their job burnout feeling is increasing. The game teaching makes the junior middle school think the product classroom coruscate the vitality, causes the education to be true, is the present junior high school thought goods classroom needs, in view of this, this article attempts to apply the game teaching theory to the junior high school thought moral lesson teaching, the article attempts to apply the game teaching theory in the junior high school thought moral lesson teaching, In teaching activities, we embody the instrumental value of game activities and permeate the concept of game spirit into the classroom, hoping to provide some reference for the future teaching, so as to stimulate students' interest in learning and change the current learning state of students. The purpose of improving the teaching effect of classroom and shaping students' good personality. Based on the characteristics of ideological and moral teaching in junior high school, this paper uses interviews and classroom observation to study and explore the following questions: what is the meaning and connotation of game teaching? How does the entity game activity develop in the middle school ideological and moral class? What are the intrinsic features of the game spirit? What are the educational values and principles of game teaching? What is the effect of game teaching? And so on, and in view of the game teaching classroom existing problems to put forward the improvement suggestion. The article is divided into five parts. The first part is the preface of the paper, including the origin of the study, definition of relevant concepts, literature review, research purposes and significance, research methods; The second part is the relevant theoretical basis of the middle school ideological and moral classroom game teaching, respectively to the game learning theory, constructivism learning theory, humanism learning theory, happy education theory. The third part discusses the inner relation and educational value of the game and the moral character teaching in junior middle school. The game teaching can not only improve the efficiency of classroom learning, but also stimulate the students' intelligence and creativity. To promote the emotional exchange between teachers and students and also to meet the spiritual needs of teachers and students, to shape the good personality of students. The fourth part is about the practice exploration of the middle school moral character classroom game teaching, this practice regards "the game teaching" as the breakthrough point, unifies the thought moral character discipline characteristic and the junior high school student body and mind development present situation, takes the game teaching principle as the instruction. From the game activity teaching and the game spirit concept to run through the classroom inside and outside two modes design and implement the thought goods classroom teaching. Finally, the author evaluates the practical effect of classroom teaching from the aspects of practical effect, existing problems and summing up and reflection, and puts forward some suggestions for developing the game teaching in the ideological and moral classroom of junior high school.
【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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