体验式教学在品德与生活课教学中的运用

发布时间：2018-06-20 05:14

本文选题：体验式教学 + 品德与生活课　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：体验式教学是在课堂教学过程中为达到一定的教学目标,教师根据教学内容以及学生背景积极创设与之相适应的情境和氛围,从而调动学生已有的生活背景和经验,引导学生运用积极的情感与认识自主地、创造性地体验教学情境,使教师和学生在共同享受教学活动过程的同时,达到促进学生全面发展、自主建构新知识的目的的教育实践活动。品德与生活课体验式教学,是根据课程特征及教材内容,教师创设适于儿童的生活情境或活动,使儿童在直接体验、思考、积累过程中逐步建构知识,发展其创新意识与实践能力,培养其热爱生活、创新生活、学会关心、学会做人的积极态度、情感和价值观。在品德与生活课中实施体验式教学是品德与生活新课程标准以及建立新型师生关系的客观需求,同时也符合小学低年级学生的心理与认知发展特点。因此,在品德与生活课中实施体验式教学具有一定的必要性。当然,体验式教学并非纸上谈兵,在教学实践过程中,要熟练把握体验式教学的特点并遵循其基本原则,讲究创设教学情境的方法,并注重依循一定的创设原则,在此基础上实施教学。同时注意把握体验式教学评价的尺度,并对教学效果不断进行反思。本论文基于体验式教学实践经验,试图将体验式教学理论与实践结合,以期在此基础上能对体验式教学进行更深入的研究。本论文研究主要分为理论和实践两个部分。理论部分由三部分构成。第一部分是体验式教学概述,这一部分主要阐述了体验式教学的基本含义、特征、理论基础及其基本原则;第二部分在对品德与生活课体验式教学的涵义进行阐释的基础上,深入剖析了品德与生活课实施体验式教学的必要性和基本要求;第三部分介绍了体验式教学的设计、实施与反思。实践部分主要基于笔者在硕士教育教学实践中的课堂教学经验,结合品德与生活新课程标准以及小学低年级学生实际情况,将体验式教学过程、方法与策略以及体验式教学反思一并呈现。
[Abstract]:In order to achieve a certain teaching goal in the process of classroom teaching, teachers actively create appropriate situations and atmosphere according to the teaching content and students' background, so as to mobilize the students' existing life background and experience. To guide students to use positive emotion and cognition to experience teaching situations creatively and independently, so that teachers and students can enjoy the process of teaching activities together, and at the same time, they can promote the all-round development of students. The educational practice of constructing new knowledge independently. According to the characteristics of curriculum and the content of teaching materials, the experience teaching of moral character and life lesson is to create a life situation or activity suitable for children, so that children can construct knowledge step by step in the process of direct experience, thinking and accumulation. Develop their innovative consciousness and practical ability, cultivate their love of life, innovative life, learn to care, learn to be a positive attitude, feelings and values. The implementation of experiential teaching in the moral character and life course is the objective demand of the new curriculum standard of moral character and life and the establishment of a new teacher-student relationship. It also accords with the characteristics of the psychological and cognitive development of the students in the lower grade of primary school. Therefore, it is necessary to implement experiential teaching in moral character and life class. Of course, experiential teaching is not on paper. In the course of teaching practice, we should master the characteristics of experiential teaching and follow its basic principles, pay attention to the method of creating teaching situation, and pay attention to following certain principles of creation. On this basis, the implementation of teaching. At the same time, we pay attention to grasp the scale of experiential teaching evaluation, and constantly reflect on the teaching effect. Based on the practical experience of experiential teaching, this paper attempts to combine the theory of experiential teaching with practice in order to study the experiential teaching more deeply. This thesis is divided into two parts: theory and practice. The theoretical part consists of three parts. The first part is an overview of experiential teaching, which mainly expounds the basic meaning, characteristics, theoretical basis and basic principles of experiential teaching. The necessity and basic requirements of implementing experiential teaching in moral character and life course are deeply analyzed. The third part introduces the design, implementation and reflection of experiential teaching. The practice part is mainly based on the author's classroom teaching experience in the master's education and teaching practice, combining with the new curriculum standards of moral character and life and the actual situation of the students in the lower grade of primary school, the experiential teaching process will be carried out. Methods, strategies and experiential teaching reflections are presented.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.1

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