思想政治课《经济生活》生成性教学研究

发布时间：2018-01-31 12:00

本文关键词： 高中《经济生活》生成性教学实现路径　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：根据基础教育课程改革的要求,课堂教学开始倡导新的教育理念,而“生成性教学”是新课程倡导的一个重要教学理念,并在众多教师中逐渐展开生成性教学实践。其中包括思想政治学科。在传统课堂教学中,学生在教学中的主体地位得不到尊重,课堂上的生成性资源通常没有被重视,使得无法发挥思想政治教学的育人作用。这种传统的“预成性”教学,将教和学完全割裂开来,教师忽视教学过程中出现的问题,仅仅把学生视为书本知识的接收者,大大影响了学生的积极性、创造性。伴随课程改革的发展,教师的课程资源意识已经相比原来大大提升。然而,很多教师依旧只是对生成性教学这一概念有所了解,却不知道如何把它运用到平时的课堂上。其实,大多教师是很想要在课堂上运用生成性教学的,可是不懂得怎样有效的运用。有些政治教师过于看重课堂生成性资源,把预设放到一边,反而导致课堂教学失去目标;另外,有的教师在动态变化的教学活动中,无法做到准确判断和及时捕捉,于是可能只是随口一提,也可能就放弃了这宝贵的生成性资源。结果造成生成性资源的白白流失,大大影响教师的教学效率。所以,为了保证课堂的生机和活力,提升教师运用生成性教学的水平,生成性教学研究就变得很必要了。自生成性教学理念形成以来,关于生成性教学的研究一直没有间断,但是具体到高中思想政治课中的生成性教学研究较少,而关于思想政治《经济生活》的生成性教学研究少之更少。笔者立足于课堂教学,对思想政治课《经济生活》运用生成性教学的必要性、可行性以及实施策略进行探讨。力求结合高中思想政治课教学实践,对生成性教学研究进行一定的补充。这有利于更好地促进学生参与经济生活,提高学生的经济思维,为学生今后健康理性的生活做准备,有利于教师提高《经济生活》模块的教学能力,达到理想的教学效果。本论文的主体由三部分构成。笔者围绕生成性教学的相关理论,剖析了当前思想政治《经济生活》开展生成性教学的必要性及可行性,立足于教学实践及反思,总结了思想政治《经济生活》生成性教学的实施原则和实现路径。第一部分,生成性教学的理论概述。首先阐明了生成性教学的基本内涵,并对生成性教学的特点作出描述:主体性、动态性、开放性、互动性。其次,介绍了生成性教学在思想政治课教学中的应用价值:一是有利于调动学生学习的积极性;二是有利于增强思想政治课的教学实效性;三是有利于提高教师的教学水平。第二部分,笔者立足于教育实习时的实践经历,分析了思想政治课《经济生活》运用生成性教学的必要性,主要包括以下三点:一,契合《经济生活》教材内容的要求;二,改变思想政治课教学现状的要求;三,满足学生参与经济生活要求的需要。紧接着笔者从三个角度阐述了生成性教学在思想政治课《经济生活》中运用的可行性,一是中学生发展的特点为生成性教学创造了前提;二是《经济生活》教材为教师实现生成性教学提供了条件;三是师生之间的和谐互动为生成性教学营造了氛围。第三部分是本篇论文的重点。阐述了在思想政治《经济生活》中运用生成性教学的实施原则,总结了在《经济生活》中实现生成性教学的路径:一是提高政治教师生成性教学能力,促进专业发展;二是制定弹性灵活的教学设计,留出生成空间;三是营造良好的课堂教学氛围,增强有效互动;四是注重教学评价,增强师生参与生成的信心。
[Abstract]:According to the requirements of basic education curriculum reform, classroom teaching began to advocate the new concept of education, and generative teaching is an important teaching philosophy advocated by the new curriculum, and in so many teachers gradually develop generative teaching practice. Including the ideological and political course. In traditional classroom teaching, the students' subject position in teaching the lack of respect, creating classroom resources usually are not valued, so people can not play the role of Ideological and political education. The traditional "preformed" teaching, teaching and learning will be completely separated, teachers ignore the problems in the teaching process, only students are regarded as the recipient of book knowledge, greatly affected the enthusiasm and creativity of students. With the development of curriculum reform, teachers' awareness of curriculum resources has been greatly improved compared to the original. However, many teachers still only on Generative Teaching Learn the concept of understanding, but do not know how to apply it to the classroom. In fact, most teachers are very want to apply generative teaching in the classroom, but do not know how to use effective. Some teachers focus too much on the political class generative resources, the presupposition aside, but lead to lose the target class in addition, some teachers in teaching; the dynamic changes in the teaching activities can not be accurate judgment and timely capture, and may just casually mention, may also give up this valuable generative resources. Result of generation of resources wasted, greatly affecting the teaching efficiency of teachers. Therefore, in order to ensure the vitality of the classroom and vitality, improve teachers' use of generative teaching, research on the generative teaching is very necessary. Since the self generating teaching idea formed on generative teaching research Without interruption, but specific to the high school ideological and political course in generative teaching research is less, and less research on generative teaching on the ideological and political and economic life are few < >. The author based on classroom teaching, on the ideological and political course "economic life > the necessity of generative teaching, feasibility and implementation strategies are discussed. Through the teaching practice in senior high school ideological and political course, a supplement to the study of the generative teaching. It is helpful to promote the students to participate in the economic life, improve the students' thinking for students in the future economic, healthy and rational living to help teachers improve the" economic life > module teaching ability, achieve the ideal teaching results. The main body of this thesis consists of three parts. The author focused on the theory of generative teaching, analyzes the current ideological and political and economic life of the necessity of carrying out the < > of generative teaching and The feasibility, based on the practice and reflection of teaching, summed up the implementation of the principle of generative teaching of Ideological and political and economic life and the realization of the < > path. The first part, an overview of the theory of generative teaching. Firstly, expounds the basic connotation of generative teaching and generative teaching characteristics are described: subjectivity, dynamic. Open and interactive. Secondly, this paper introduced the application of generative teaching in the ideological and Political Education: one is to mobilize the enthusiasm of the students; two is conducive to enhance the teaching effectiveness of Ideological and political education; the three is beneficial to improve the teaching level of teachers. In the second part, the author based on practical experience in the teaching practice, analysis of the ideological and political course "economic life > the necessity of generative teaching, mainly include the following three points: first, < > fit economic life teaching content requirements; two, change the ideological and Political Teaching Like the three, to meet the requirements; students need to participate in economic life requirements. Then the author expounds the feasibility of using generative teaching in Ideological and political course in "economic life" from three aspects, one is the characteristics of high school students for the development of the generative teaching has created the premise; two is the "economic life" teaching materials for teachers provide conditions of generative teaching; three is the interaction between teachers and students to create a harmonious atmosphere for the generative teaching. The third part is the focus of this thesis. It expounds the application principles of generative teaching in the ideological and political "economic life", summed up the implementation path of generative teaching in "economic life" generative teaching: one is to improve the ability of political teachers, promote professional development; the two is to develop the teaching design flexibility, set aside space generated; three is to create a good classroom atmosphere, enhance the effective interaction; the four is to pay attention to teaching Learn to evaluate and enhance the confidence of the teachers and students to participate in the generation.

【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】：G633.2

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