小学品德与社会课堂教学现状调查研究
发布时间：2019-06-13 23:59
【摘要】：德是每个人的立足之本。立德树人理念不仅适应世界教育改革的发展趋势,同时也是提升我国教育国际竞争力的迫切需要。我国早就明确了立德树人的根本任务。由于小学阶段是形成终身良好行为习惯的最佳时期,因此小学品德与社会是有效进行德育教育的主要渠道之一。当前小学品德与社会是否能够有效实施成为一个重要的课题。品德与社会是从儿童的实际生活出发,运用儿童的生活进行教学,最终回归生活的课程,是让学生不断改造自己,完善自己的课程。为了深入把握当前小学品德与社会的实施现状,在梳理相关文献的基础上,本研究针对X小学品德与社会课堂教学进行现状调查,发现其中现有优势和现存不足,探析影响教学有效性的原因,从而提出优化小学品德与社会课堂教学的针对性策略。本研究通过文献法、问卷调查法、访谈法等研究方法进行研究。问卷调查是从四个维度:品德与社会基本情况、课堂教学情况、课后教学效果、校外课程支持情况设置题项,以X小学三至六年级的学生和品德与社会学科教师为调查对象进行调查。通过整合访谈资料和调查数据发现当前X小学品德与社会课堂教学具有一定优势,包括:与高校合作,坚实理论后盾;学校重视德育,校园文化和谐;品德教师专业成长形式多样;学生课外德育活动相对丰富;注重学科间的德育渗透;家、校、社三方合作,衔接互补。同时在品德与社会课堂教学中也存在一些问题,包括:部分教师不重视或占用品德课;外出培训导致校内教师短暂性空缺;部分教师教学方法有待提高;品德教师课后反思不足;学生上品德课动机不纯;部分学生课堂参与度低;学生课堂碎片化,缺乏系统性等。笔者针对出现的问题进行原因探析,并提出了针对性建议:更新观念:树立正确的德育观,正确把握品德与社会学科性质;完善制度:完善教师培训管理体系,完善品德与社会学科监管体系;促进学科教师专业成长:建立有效的学科教学评价体系,丰富品德与社会教学方法,加强品德教师学科反思;加强家、校、社三方合作。
[Abstract]:Virtue is the foundation of everyone. The idea of building people not only adapts to the development trend of world education reform, but also is an urgent need to enhance the international competitiveness of education in our country. Our country has long made clear the fundamental task of Lideshu people. Because the primary school stage is the best time to form the lifelong good behavior habit, the primary school moral character and the society are one of the main channels to carry on the moral education effectively. At present, whether the primary school moral character and society can be effectively implemented has become an important issue. Moral character and society are based on the actual life of children, the use of children's life for teaching, and finally return to life, is for students to constantly transform themselves and improve their own curriculum. In order to grasp the present situation of moral character and social implementation in primary school, on the basis of combing the relevant literature, this study investigates the present situation of moral character and social classroom teaching in primary school X, finds out the existing advantages and shortcomings, probes into the reasons that affect the effectiveness of teaching, and puts forward some targeted strategies for optimizing primary school moral character and social classroom teaching. This study is carried out by literature method, questionnaire survey method, interview method and other research methods. The questionnaire survey is from four dimensions: moral character and social basic situation, classroom teaching situation, after-school teaching effect, out-of-school curriculum support set questions, X primary school third to sixth grade students and moral and social subjects teachers as the survey object. Through the integration of interview data and survey data, it is found that the current moral and social classroom teaching in primary school X has certain advantages, including: cooperation with colleges and universities, solid theoretical backing; schools attach importance to moral education, campus culture harmony; moral teachers' professional growth forms are diverse; students' extracurricular moral education activities are relatively rich; pay attention to the infiltration of moral education between subjects; home, school and society cooperate and complement each other. At the same time, there are some problems in moral and social classroom teaching, including: some teachers do not attach importance to or occupy moral lessons; going out for training leads to temporary vacancies for teachers in schools; some teachers' teaching methods need to be improved; moral teachers' after-class reflection is insufficient; students' motivation to take moral lessons is not pure; some students' classroom participation is low; students' classroom fragmentation, lack of systematicness, and so on. The author probes into the causes of the problems, and puts forward some suggestions: renewing the concept: establishing the correct concept of moral education, correctly grasping the nature of moral and social disciplines; perfecting the system: perfecting the management system of teacher training, perfecting the supervision system of moral and social disciplines; promoting the professional growth of subject teachers: establishing an effective subject teaching evaluation system, enriching moral and social teaching methods, and strengthening the subject reflection of moral teachers; Strengthen tripartite cooperation among home, school and society.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.15
[Abstract]:Virtue is the foundation of everyone. The idea of building people not only adapts to the development trend of world education reform, but also is an urgent need to enhance the international competitiveness of education in our country. Our country has long made clear the fundamental task of Lideshu people. Because the primary school stage is the best time to form the lifelong good behavior habit, the primary school moral character and the society are one of the main channels to carry on the moral education effectively. At present, whether the primary school moral character and society can be effectively implemented has become an important issue. Moral character and society are based on the actual life of children, the use of children's life for teaching, and finally return to life, is for students to constantly transform themselves and improve their own curriculum. In order to grasp the present situation of moral character and social implementation in primary school, on the basis of combing the relevant literature, this study investigates the present situation of moral character and social classroom teaching in primary school X, finds out the existing advantages and shortcomings, probes into the reasons that affect the effectiveness of teaching, and puts forward some targeted strategies for optimizing primary school moral character and social classroom teaching. This study is carried out by literature method, questionnaire survey method, interview method and other research methods. The questionnaire survey is from four dimensions: moral character and social basic situation, classroom teaching situation, after-school teaching effect, out-of-school curriculum support set questions, X primary school third to sixth grade students and moral and social subjects teachers as the survey object. Through the integration of interview data and survey data, it is found that the current moral and social classroom teaching in primary school X has certain advantages, including: cooperation with colleges and universities, solid theoretical backing; schools attach importance to moral education, campus culture harmony; moral teachers' professional growth forms are diverse; students' extracurricular moral education activities are relatively rich; pay attention to the infiltration of moral education between subjects; home, school and society cooperate and complement each other. At the same time, there are some problems in moral and social classroom teaching, including: some teachers do not attach importance to or occupy moral lessons; going out for training leads to temporary vacancies for teachers in schools; some teachers' teaching methods need to be improved; moral teachers' after-class reflection is insufficient; students' motivation to take moral lessons is not pure; some students' classroom participation is low; students' classroom fragmentation, lack of systematicness, and so on. The author probes into the causes of the problems, and puts forward some suggestions: renewing the concept: establishing the correct concept of moral education, correctly grasping the nature of moral and social disciplines; perfecting the system: perfecting the management system of teacher training, perfecting the supervision system of moral and social disciplines; promoting the professional growth of subject teachers: establishing an effective subject teaching evaluation system, enriching moral and social teaching methods, and strengthening the subject reflection of moral teachers; Strengthen tripartite cooperation among home, school and society.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.15
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