论研究性学习在高中思想政治课中的应用
发布时间：2018-11-15 13:37
【摘要】：研究性学习作为一种新型的学习模式,以培养学生的创新精神和实践能力为目标,是我国当前课程改革中的一大亮点。推行研究性学习的实施,不仅能改变学生单纯的以接受教师传授知识为主的学习方式,而且可以多渠道的为学生获取知识,构建开放的学习环境,并将所学知识加以综合运用到具体实践中,充分发挥学生的主体性和积极性。高中思想政治课是高中课程中的一门必修课程,影响着学生人生观、价值观和世界观的形成,对学生思维的形成以及用正确的方法观察和处理问题有着重要的作用。将研究性学习渗透到高中思想政治课中,无论是对于研究性学习的有效开展,还是对于思想政治教学改革的深化,都有十分重大而深远的意义。本文在写作中运用了文献资料分析法、问卷调查法、访谈法等对研究性学习在高中思想政治课中的运用做了较为全面的分析。本文主要阐述了研究性学习在思想政治课实践中的成效和所存在的问题,着重对所存在问题的原因及其对策进行了分析。在对策分析中,又提出了高中思想政治课实施研究性学习应坚持的原则,使得研究性学习与高中思想政治课能更加有效的结合。具体文章结构如下:第一章为研究性学习的概述。简单介绍了研究性学习的涵义以及特点,研究性学习的理论基础及其价值。第二章主要论述了研究性学习在高中思想政治课中应用的评析,包括研究性学习在现阶段的高中思想政治课实践中取得的成效和存在的问题,以及对存在问题的原因分析。总结了存在的问题主要是对研究性学习方式的过分形式化、教师的素质问题、缺少应用的必要条件、学校与社会资源利用问题、教育评价机制不完善等问题。对存在原因的分析主要从社会、学校、教师以及学生等方面进行了分析。全章为论文的重点章节。第三章主要是针对上一章节的问题提出了相关对策。首先分析了高中思想政治课实施研究性学习应坚持的原则,目的是为了在思想政治课教学中更有效的渗透研究性学习。在此过程中还需要处理好应用研究性学习中四个方面的关系。在对策中主要从注重教师素质、学生主体性、学校制定相关政策、学校与社会多方支持以及完善教育评价机制五个方面进行了总结。
[Abstract]:As a new learning model, research learning aims at cultivating students' innovative spirit and practical ability, which is a bright spot in the current curriculum reform in China. The implementation of research-based learning can not only change the way students learn by accepting teachers to impart knowledge, but also can obtain knowledge for students through many channels and construct an open learning environment. And the knowledge will be integrated into practice to give full play to the subjectivity and enthusiasm of students. High school ideological and political course is a compulsory course in high school curriculum, which affects the formation of students' outlook on life, values and world outlook, and plays an important role in the formation of students' thinking and in observing and dealing with problems with correct methods. It is of great and far-reaching significance to permeate the research study into the high school ideological and political course, whether for the effective development of the research study or for the deepening of the ideological and political teaching reform. This paper makes a comprehensive analysis of the application of research-based learning in high school ideological and political classes by using the methods of literature analysis, questionnaire investigation and interview. This paper mainly expounds the effect and existing problems of inquiry learning in the practice of ideological and political courses, and emphatically analyzes the causes and countermeasures of the problems. In the analysis of countermeasures, the author also puts forward the principles that should be adhered to in carrying out the research study in the high school ideological and political course, so that the research study and the high school ideological and political course can be more effectively combined. The specific structure of the article is as follows: the first chapter is an overview of research-based learning. This paper briefly introduces the meaning and characteristics of research-based learning, the theoretical basis and value of research-based learning. The second chapter mainly discusses the application of research-based learning in high school ideological and political lessons, including the effectiveness and existing problems of research learning in the current practice of high school ideological and political lessons, as well as the analysis of the reasons for the existing problems. The main problems are the over-formalization of inquiry learning, the quality of teachers, the lack of necessary conditions for application, the utilization of school and social resources, and the imperfection of educational evaluation mechanism. The analysis of the causes mainly from the society, schools, teachers and students and other aspects of the analysis. The whole chapter is the key chapter of the paper. The third chapter is mainly to put forward the relevant countermeasures to the problems in the previous chapter. Firstly, this paper analyzes the principles that should be adhered to in the implementation of research-based learning in high school ideological and political courses, in order to infiltrate the research-oriented learning more effectively in the teaching of ideological and political courses. In this process, we also need to deal with the four aspects of applied research learning. The countermeasures are summarized from five aspects: the quality of teachers, the subjectivity of students, the establishment of relevant policies by schools, the support of schools and society, and the improvement of educational evaluation mechanism.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2
本文编号：2333453
[Abstract]:As a new learning model, research learning aims at cultivating students' innovative spirit and practical ability, which is a bright spot in the current curriculum reform in China. The implementation of research-based learning can not only change the way students learn by accepting teachers to impart knowledge, but also can obtain knowledge for students through many channels and construct an open learning environment. And the knowledge will be integrated into practice to give full play to the subjectivity and enthusiasm of students. High school ideological and political course is a compulsory course in high school curriculum, which affects the formation of students' outlook on life, values and world outlook, and plays an important role in the formation of students' thinking and in observing and dealing with problems with correct methods. It is of great and far-reaching significance to permeate the research study into the high school ideological and political course, whether for the effective development of the research study or for the deepening of the ideological and political teaching reform. This paper makes a comprehensive analysis of the application of research-based learning in high school ideological and political classes by using the methods of literature analysis, questionnaire investigation and interview. This paper mainly expounds the effect and existing problems of inquiry learning in the practice of ideological and political courses, and emphatically analyzes the causes and countermeasures of the problems. In the analysis of countermeasures, the author also puts forward the principles that should be adhered to in carrying out the research study in the high school ideological and political course, so that the research study and the high school ideological and political course can be more effectively combined. The specific structure of the article is as follows: the first chapter is an overview of research-based learning. This paper briefly introduces the meaning and characteristics of research-based learning, the theoretical basis and value of research-based learning. The second chapter mainly discusses the application of research-based learning in high school ideological and political lessons, including the effectiveness and existing problems of research learning in the current practice of high school ideological and political lessons, as well as the analysis of the reasons for the existing problems. The main problems are the over-formalization of inquiry learning, the quality of teachers, the lack of necessary conditions for application, the utilization of school and social resources, and the imperfection of educational evaluation mechanism. The analysis of the causes mainly from the society, schools, teachers and students and other aspects of the analysis. The whole chapter is the key chapter of the paper. The third chapter is mainly to put forward the relevant countermeasures to the problems in the previous chapter. Firstly, this paper analyzes the principles that should be adhered to in the implementation of research-based learning in high school ideological and political courses, in order to infiltrate the research-oriented learning more effectively in the teaching of ideological and political courses. In this process, we also need to deal with the four aspects of applied research learning. The countermeasures are summarized from five aspects: the quality of teachers, the subjectivity of students, the establishment of relevant policies by schools, the support of schools and society, and the improvement of educational evaluation mechanism.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.2
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