思想政治课“先学后教，当堂训练”教学模式研究与实践

发布时间：2018-05-16 02:37

本文选题：思想政治课 + 先学后教　；参考：《广西师范大学》2014年硕士论文

【摘要】：课堂教学改革是课程改革的核心与关键。关注课堂已成为世界教育范围内的共识。所以,有人称21世纪是“课堂革命”的世纪。课堂如此重要,但当追问“课堂到底是什么”的时候,我们又往往感到困惑。特别是作为一线的教师,在接受诸多先进教育教学理论的时候,往往也有变革课堂的冲动,而当再次踏进课堂的时候,却又不知何去何从。无奈之中,再次走起了传统课堂教学的老路。这就需要我们在关注课堂教学的“应然分析”时,也应注目于课堂教学的应用性研究。 “思想政治课‘先学后教,当堂训练’教学模式研究与实践”一文,基于课堂应是师生之间交往与互动的场所、应是引导学生发展的场所、应是探究知识的场所、应是师生心灵与心灵对话的场所等认知,审视传统课堂教学弊端,通过对学生包括生活世界、生命价值等多个方面的关注,而对课堂进行的重构。该教学模式,在思想上充分相信学生,在教学行为上充分依靠学生,在课堂教学上始终把学生当作学习的主人。在实际的教学中,以“先学后教”、“少教多学”、“以学定教”等理念为引领,加强教学的针对性,依据学生学习中存在的问题进行教学；强调参与性,让课堂成为学生主动获取知识的场所；强调持续性,通过课堂教学发展自我,增强能力。学生在课堂教学中担负重要角色,学习真正成为课堂教学的中心。在研究与实践的过程中,以马克思主义哲学的辩证法、认识论为理论基础,依托“迁移规律”和“最近发展区理论”和布卢姆的“掌握学习”理论,逐步推进思想政治课堂教学变革。通过文献分析、教学实验、问卷调查、师生访谈等方法,对思想政治课“先学后教,当堂训练”教学模式进行了系统的研究与实践。论文共分为五大部分：第一部分主要是阐述思想政治课“先学后教,当堂训练”教学模式研究的选题缘由、理论依据及现实意义。选题缘由主要介绍了课堂教学研究的国内外现状及思想政治课堂变革的必要性。同时,介绍了思想政治课“先学后教,当堂训练”教学模式研究与实践的哲学基础、心理学及教学论基础。而对于论文研究与实践的现实意义则是从有利于优化思想政治课堂教学、完善思想政治课教师素质、适应素质教育要求培养创新人才、提高思想政治课教学质量等方面论述。第二部分主要是界定思想政治课“先学后教,当堂训练”教学模式的涵义,分别对“模式与教学模式”、“思想政治学科教学模式”、“思想政治课‘先学后教,当堂训练’教学模式”作出界定。同时,从“以学定教”、“教师少讲”、“学生教学生”、“让学生充分动起来”、“让学生保持高度紧张”等角度分析该教学模式的特点。第三部分则是介绍思想政治课“先学后教,当堂训练”教学模式的操作方式及遵循的原则。操作方式方面主要分成“先学”之前明确教学目标、指导学生自学、教师巡视、检测自学效果、引导学生更改错误,指导学生学会运用、当堂训练等共六个环节来分别予以论述。上述操作原则主要体现了学生主体性、教师主导性、课堂效率性等原则。第四部分以人教版高中思想政治《经济生活》内容教学为例,来具体实践思想政治课“先学后教,当堂训练”教学模式。并通过实验班与对照班的比较,来认识学生学习自主性、学习兴趣、学习成绩等方面所带来的变化。第五部分是思想政治课“先学后教,当堂训练”教学模式实施过程中应注意的几个问题,包括要坚持共性与个性的统一、要分清自主学习与自学的关系、要适时地监督与介入合作学习、要设计高质量的问题等。本文关于思想政治课“先学后教,当堂训练”教学模式研究与实践证明：该教学模式能够大面积提高思想政治课教学质量,从根本上减轻学生的课外学习负担,对于推进素质教育,以及推进课堂教学改革来说,均是一种有效的方式。因为此教学模式解放了学生的学习力,唤醒了包括后进生在内的每一位同学在学习上的自信和尊严；焕发了课堂的生命活力,将课堂学习的主动权还给学生,使学生成为名副其实的学习的主人,学习成为课堂中心,学生成为课堂主角；提高了课堂教学效益,课堂上大量时间的自主学习和当堂训练,学生时刻保持紧张感,教师全面掌握学生,从而带来了课堂教学的大面积丰收；创新了思想政治课堂教学方法,变“教师讲、学生听”这样一种传统的课堂单向信息交流活动,为师生、生生之间的多向信息交流活动,课堂教学由封闭走向开放。
[Abstract]:Classroom teaching reform is the core and key of curriculum reform. Paying attention to class has become a consensus within the scope of world education. So, it is said that twenty-first Century is the century of "classroom revolution". Classroom is so important, but when we ask "what is the classroom", we are often confused. When the theory of teaching and learning is more advanced, there are often the impulses to change the classroom. But when we step into the classroom again, they do not know what to do. In the middle of the classroom, the old way of traditional classroom teaching is again. This requires us to pay attention to the application study of classroom teaching when we pay attention to the "ought to analyze" in the classroom teaching.
"The ideological and political course" first learning and post teaching, the study and practice of teaching mode in the classroom, based on the classroom should be the place of communication and interaction between teachers and students, should be the place to guide the development of students, should be the place to explore the knowledge, should be the place of the dialogue between the mind and the soul of the teachers and students, examine the disadvantages of the traditional classroom teaching, and through the study Life includes life world, life value and many other concerns, and reconstructs the classroom. The teaching mode fully believes in students, fully relies on students in teaching behavior, and always regards students as the master of learning in class teaching. In the actual teaching, "learn first after teaching", "less teaching and more learning", "learning to learn" Guiding the teaching, strengthening the pertinence of teaching, teaching in accordance with the problems existing in the students' learning, emphasizing participation, making the classroom a place for students to acquire knowledge actively, emphasizing continuity, developing self and enhancing ability through classroom teaching. Students play an important role in class teaching and learn to become a real class. The center of teaching.
In the process of research and practice, based on the dialectics of Marx's philosophy, epistemology as the theoretical basis, relying on the "migration law" and "the theory of the recent development zone" and Bloom's "Mastery Learning" theory, the reform of Ideological and political classroom teaching is progressively promoted. A systematic study and Practice on the teaching mode of "learning before teaching and training in the classroom" is carried out in the ideological and political course.
The thesis is divided into five parts: the first part mainly expounds the reason, the theoretical basis and the practical significance of the research on the teaching mode of "learning and after teaching first, and training in the hall". The reason mainly introduces the present situation at home and abroad in the classroom and the necessity of the ideological and political class reform in the classroom teaching. Meanwhile, it introduces the ideological and political course. The practical significance of the study and practice of the study and practice of the study and practice of the teaching mode of "teaching after teaching and after teaching and working in the hall" is based on the practical significance of optimizing the ideological and political classroom teaching, improving the quality of Ideological and political teachers, adapting to the requirements of quality education and cultivating innovative talents, and improving the teaching of Ideological and political courses. The second part mainly defines the meaning of the teaching mode of "learning and after teaching first, and training in the hall" in Ideological and political course, and defines "mode and teaching mode", "teaching mode of Ideological and political discipline", "Ideological and political course" first learning and post teaching and teaching mode in the hall. In the third part, the operation mode and principles of the teaching mode of "first learning and after teaching, and training in the hall" are introduced. The operation mode is divided into "first". Before learning, the fourth part mainly embodies the principles of students' subjectivity, teacher dominance, class efficiency and so on. The fourth part is based on the human teaching version. High school ideological and political "economic life >" teaching as an example, to practice the specific practice of Ideological and political lessons "teaching after teaching first, the classroom training" teaching mode. And through the comparison between the experimental class and the control class, to understand the students' learning autonomy, learning interest, learning achievements and other aspects of the change. The fifth part is the ideological and political lesson, "first learn after teaching, when to teach, when" Some problems should be paid attention to in the process of teaching the teaching model of the hall, including the unity of commonness and individuality, the relationship between self-study and self-study, the timely supervision and intervention of cooperative learning, and the design of high quality problems.
In this paper, the study and practice of the teaching mode of "first learning and post teaching and training in the hall" has proved that the teaching mode can greatly improve the quality of the teaching of Ideological and political courses, reduce the students' burden on extracurricular learning fundamentally, and it is an effective way for promoting quality education and promoting the reform of classroom teaching. Therefore, the teaching mode has liberated the students' learning ability, awakened the self-confidence and dignity of every student including the backward students, radiated the life vitality of the class, returned the initiative of the classroom learning to the students, made the students become the master of the real learning, the study became the classroom center, and the students became the main protagonists in the class. Higher classroom teaching efficiency, a large number of time independent learning and training in class, students keep a sense of tension, teachers have a full grasp of the students, thus bringing a large area of classroom teaching, innovation of Ideological and political classroom teaching methods, "teachers, students listen to" such a traditional one-way information exchange activities in the classroom, For teachers and students, multi-directional information exchange activities between students and students, classroom teaching from closed to open.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.2

【参考文献】