社会热点问题在高中思想政治课教学中的应用研究

发布时间：2017-12-31 09:13

本文关键词：社会热点问题在高中思想政治课教学中的应用研究　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：高中是学生成长和发展的重要阶段,国内外多元意识形态对高中生的思想观念及价值判断形成一定的冲击。高中思想政治课是高中生必修的课程之一,作为高中阶段思想政治教育的主要手段,担负着传播政治理论知识、培养高中生正确的价值观念、提高学生综合素质的重大使命,这就需要教师运用思想政治课对高中生进行思想政治教育,提高高中生辨别是非的能力,提升综合素养。社会热点问题是特定时期内备受人们关注、并引起社会反响的国内外事件和问题,涉及政治、经济、文化等各个领域的内容,而高中思想政治课即是社会生活问题与现象的理论升华,因此,教师可以运用社会热点问题辅助高中思想政治课的教学,以提升思想政治课的教学效果。根据调查结果显示,目前高中思想政治课整体效果不好。由于课程自身的内容抽象,学生理解起来有一定难度。此外,教师的教学方法单一,课程内容的讲解与现实生活联系的不够密切,使得高中思想政治课缺乏趣味,学生思想政治课的学习积极性不高,导致高中生思想政治课的学习兴趣不足,效率低下。社会热点问题源于社会生活,与学生生活息息相关,更容易引起学生的关注和兴趣。当前科技网络的迅猛发展,为人们接触并获取社会热点问题提供了便捷的途径。因此,文章主要探讨教师运用社会热点问题进行思想政治课教学的相关问题,以期发挥思想政治课的实效性,塑造学生正确的价值观念,提高参与现代社会生活的能力,进而促进学生的全面发展。文章以社会热点问题为切入点,对社会热点问题的相关内容进行阐述,寻找社会热点问题与高中思想政治课教学的契合点,论证社会热点问题运用到高中思想政治课中的可行性及必要性。在调查分析的基础上,总结目前高中生思想政治课学习及教师运用社会热点问题进行教学存在的问题:对社会热点问题的重视不足、社会热点问题的运用不当、运用社会热点问题的手段单一等,并深度剖析问题产生的原因。首先,应试教育观念没有改变。其次,教师专业素养有待提高。最后,高中生思想政治课的学习缺乏主动性和自觉性。文章最后一部分内容,依据调查结果提出具体的解决策略,包括课前、课中及课后三个间断中教师如何更好的运用社会热点问题进行高中思想政治课的教学。同时,教师选取社会热点问题时应遵循相应的原则:尊重学生的兴趣原则,师生互动的原则,社会热点问题符合教学内容的原则以及正确的导向性原则,以此期望切实实现提高高中思想政治课实效的目标,为其他的教育工作者提供启示和借鉴。
[Abstract]:High school is an important stage of students' growth and development. The multiple ideologies at home and abroad have a certain impact on high school students' ideology and value judgment. High school ideological and political course is one of the required courses for senior high school students. As the main means of ideological and political education in senior high school, it shoulders the important mission of spreading political theory knowledge, cultivating correct values of high school students and improving students' comprehensive quality. This requires teachers to use ideological and political classes to carry out ideological and political education to improve the ability of high school students to distinguish between right and wrong and to improve comprehensive literacy. And cause social repercussions of domestic and foreign events and problems, involving political, economic, cultural and other fields of content, and high school ideological and political course is the theoretical sublimation of social life problems and phenomena, so. Teachers can use social hot issues to assist high school ideological and political teaching, in order to improve the teaching results of ideological and political courses. According to the survey results show. At present, the overall effect of high school ideological and political lesson is not good. Because of the abstract content of the course itself, it is difficult for students to understand it. In addition, the teaching method of teachers is single. The explanation of the content of the curriculum is not closely related to the real life, which makes the high school ideological and political lesson lack of interest, and the students' enthusiasm is not high, which leads to the lack of interest in the study of the high school students' ideological and political course. Low efficiency. Social hot issues originated from social life, closely related to the life of students, more likely to cause concern and interest of students. At present, the rapid development of science and technology network. For people to contact and access to social hot issues provide a convenient way. Therefore, the article mainly discusses the teachers use social hot issues in ideological and political teaching related issues. In order to give full play to the effectiveness of ideological and political courses, shape the correct values of students, improve the ability to participate in modern social life, and then promote the all-round development of students. On the social hot issues related to the content, to find the social hot issues and senior high school ideological and political teaching points of convergence. To demonstrate the feasibility and necessity of applying social hot issues to high school ideological and political courses. On the basis of investigation and analysis. Summary of the current high school students' ideological and political lesson learning and teachers use social hot issues in teaching problems: insufficient attention to social hot issues, the use of social hot issues improperly. The use of social hot issues single means, and in-depth analysis of the causes of the problem. First, the concept of examination-oriented education has not changed. Secondly, teachers' professional quality needs to be improved. Finally. High school students lack of initiative and awareness of the study of ideological and political courses. The last part of the article, according to the results of the investigation put forward specific solutions, including pre-class. In class and after the three breaks in the teachers how to better use the social hot issues for high school ideological and political teaching. At the same time. Teachers should follow the corresponding principles when selecting social hot issues: respecting the interests of students, the principle of teacher-student interaction, the principle of social hot issues in accordance with the principles of teaching content and correct guiding principles. In this way, we hope to realize the goal of improving the effectiveness of ideological and political course in senior high school, and provide enlightenment and reference for other educators.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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