初中学科教学“德育点挖掘”存在问题与解决策略

发布时间：2018-07-11 12:44

本文选题：初中 + 学科教学　；参考：《北华大学》2015年硕士论文

【摘要】：《周易》中说:“日新之谓盛德。”学科教学每天都在进行,若每位学科教师都能追随真理、敬畏道德,秉持职业操守,每天叩问反思、变革创新,即可为厚德以盛学生之德了,也足以改变当下中国“道德滑坡”问题。由于“德育”不可能像“智育”那样以“分数”或“优、良、及”等来进行显性评价,很多学校、教师难以直接看到德育对学生的终身发展与推动智育的促进,便忽视、推诿、随性了德育。尤其是在初中阶段中考压力下,学科中以落实“知识点”为首,“德育点挖掘”往往成了备课教案中若没有会在检查中扣分的一项“纸上谈兵”。针对这一现状,对学科教学“德育点挖掘”进行研究,论文共分五个部分:第一部分为绪论,对研究的背景、问题、意义进行阐述,并对与研究相关的“学校德育”“学科德育”“德育点”以及“德育点挖掘”等核心概念进行界定,检索国内外相关研究进行文献综述。第二部分从追寻“德育点挖掘”存在问题入手,找出“德育点挖掘”存在的“跑冒滴漏”几方面根源,横向上着眼于文本、学生、教师、学校等因素;纵向上分别从文本的知识点、德育点、能力点查找问题,从校际间、学科间,常态教学与公开教学,备课、上课、评课以及作业等诸多方面搜集问题,力求全面探寻“德育点挖掘”存在的问题。第三部分从教育决策、学校、教师、学生四方面入手分析造成“德育点挖掘”跑冒滴漏现象的根源。教改语境下素质教育与应试教育的博弈、教师德育专业化发展滞后、德育评价体系不能具体操作化、教材体系滞后是造成“德育点挖掘”跑冒滴漏问题的宏观因素;学校管理上对“德育点挖掘”忽视,缺乏有效指导难以发挥中观分解作用;教师德育专业化自主能力不足;学生自主德育意识淡漠等都是导致“德育点挖掘”跑冒滴漏问题的现实原因。第四部分这几面提出解决策略,即从教学决策方面调控中考位唯分数至上的根源,全力深化素质教育;学校应多维度管理中观分解“德育点挖掘”,将学科教学“德育点挖掘”体系化,实施多元化教师评价方式促进“德育点挖掘”落实;重点落在解决学科教师提高德育能力,从而微观落实“德育点挖掘”上,教师要钻研课程与文本认真进行“德育点挖掘”,处理好“德育点”与“知识点”的关系,发挥“德育点”与“能力点”的相互促进作用,选取恰当的方法进行“德育点挖掘”,不断反思,增强自身教育机智,学生也应提高道德自主意识方面避免“跑冒滴漏”。第五部分为结论,重点总结了“德育点挖掘”的解决之道与克服阻碍的创新思路。通过本次研究,预期达成以下目标:及时找出学科中“德育点挖掘”存在的的问题,为学科德育工作起到防微杜渐的预防功能;准确分析“德育点挖掘”问题的根源,对现存诟病深入剖析,力求研究能起到答疑解惑的显性作用。探索有效进行“德育点挖掘”的解决策略,为一线教师与学校提供学科德育的方法途径。创新“德育点挖掘”核心体系,尝试突破学科德育研究瓶颈,拓展研究思路。
[Abstract]:"Sunday is called Sheng De." the subject teaching is carried out every day. If every subject teacher can follow the truth, revere the morality, uphold the professional ethics, ask reflection and change the innovation every day, it can serve the students' morality and change the "moral landslide" problem in China. It is difficult for many schools to directly see the moral education for the students' lifelong development and the promotion of intellectual education. It is difficult for many schools to ignore, prevarication and follow the moral education. Especially under the pressure of middle school examination, the "moral point" is excavated in the subject of "knowledge point". "" often become a "paper talk" in the course of the lesson plan, if there is no points to be deducted in the examination. In view of this situation, the study of the "excavation of moral education point" in the subject teaching is divided into five parts: the first part is the introduction, the background, the problem, the significance of the research, and the "school moral" "subject" related to the research. "Moral education" "moral education point" and "moral point mining" and other core concepts to define, search for domestic and foreign related research literature review. The second part from the pursuit of "moral point mining" problems, to find out the "moral point excavation" in the "running out" in several aspects of the root, horizontal focus on text, students, teachers, learning From the knowledge point of the text, the point of moral education, the point of ability to find the problem, from intercollegiate, interdisciplinary, normal teaching and open teaching, lesson preparation, class, class evaluation and other aspects to collect problems, and try to find out the problem of "moral point mining". The third part from educational decision-making, schools, teachers, students four. On the basis of the analysis, the cause of the phenomenon of "moral education point mining" is analyzed. The game between quality education and exam oriented education in the context of teaching reform, the lag of the professional development of teachers' moral education, the lack of concrete operationalization of the moral evaluation system, the lag of the teaching material system is the macro factor that causes the "moral education point to be excavated". The "moral point excavation" is ignored, the lack of effective guidance is difficult to play the role of the meso decomposition; the lack of autonomy of the teacher's moral education and the indifference of the students' self-conscious moral education are all the practical reasons for the problem of the "moral education point digging". The fourth parts put forward the solution strategy, that is, to regulate the middle test position from the teaching decision. The root of the score is to deepen the quality education. The school should decompose the "moral point mining" in the middle of multi dimension management, systematize the "moral point mining" in the subject teaching, implement the diversified teacher evaluation method to promote the implementation of the "moral education point mining", and focus on the solution of the moral education ability of the science and education teachers, so as to implement the "moral education point" microcosmic. In the course of digging, the teachers should study the course and the text carefully to dig out the "moral point of moral point", deal with the relationship between "moral education point" and "knowledge point", and play the mutual promotion of "moral education point" and "ability point", select the appropriate method to carry out "moral education point mining", constantly reflect on and strengthen its own educational tact, students should also improve the way. The fifth part is the conclusion, which focuses on the solution of the "moral point mining" and the innovative ideas to overcome obstacles. Through this study, we expect to achieve the following goals: to find out the existing problems in the "excavation of moral education point" in the subject in time, and to prevent the moral education from being gradually reduced. The root of the problem of "moral point mining" is analyzed accurately, and the existing criticism is deeply analyzed to study the dominant role that can be used to answer doubt and solve the problem. To explore the effective way to solve the problem of moral education, and to provide a way for the moral education of the first line teachers and schools. Break through the bottleneck of the research on moral education in the subject and expand the research ideas.
【学位授予单位】：北华大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G631

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