构建初中《道德与法治》积极课堂环境的研究

发布时间：2018-04-20 06:01

本文选题：积极课堂环境 + 道德与法治　；参考：《南京师范大学》2017年硕士论文

【摘要】：2016年9月,人教版初中思想品德教材正式更换为《道德与法治》,新一轮的课程改革开启。在刻板印象中,学生在本学科课堂的参与和活跃程度不高。面对教材内容的更新和初中阶段的学生特质,为践行道德与法治课程的教育理念,结合本学科课堂现状的不足,本文倡导师生应致力于构建积极课堂环境。首先,本课程的教学理念中明确提出核心是“指引青少年过积极健康的生活,做负责任的公民”,而教师与学生主要的相处就在课堂.所以,应该从课堂上开始引导学生积极向上,对自己、他人和班级负责,进而将课堂体验拓展到课堂外的生活。其次,进入青春期的初中学生自我意识增强,独立思维、批判精神和创造思维迅速发展,道德与法治课程作为初中阶段专门的德育课程,督促和指引学生思想品德发展是学科的根本目的,也是本课程课堂教学的根本立足点。初中阶段的青少年最渴望自由,他们的思想品德工作充满挑战,但对三观尚未形成的他们做思想品德教育又具有巨大价值。因此,作为一线阵地的道德与法治教师,面对新教材新情景,需要探究如何构建积极课堂环境以便开展有效的德育教学。梳理总结国内外相关研究和文献后,得出了一般学科积极课堂环境的主要特质,进而针对初中道德与法治课堂,向初一和初三年级师生展开了相关问卷调查和访谈,总结出对本学科师生所期望的积极课堂环境的主要特征,围绕民主氛围、教室布置、师生关系、高效纪律、课前预设、课堂生成、学生参与程度和小组合作八个维度设计了师生调查问卷。结合调查结果和文献研究,师生期望初中道德与法治积极课堂环境有民主的课堂氛围、良好的师生关系、引人入胜的情景预设、师生共同的生成这四方面特征,因良好的师生关系能为具体课堂上的民主氛围提供情感保障。因此,本文结合在一线实践中收集的十几个优秀课堂案例,从课前的情景预设、课堂的师生生成、课后营造良好师生关系三方面作分析归纳,为初中道德与法治积极课堂环境的构建策略积累了一线经验,也期望对今后的进一步探究提供积累。
[Abstract]:In September 2016, the personal Education version of the junior high school ideological and moral teaching material was formally replaced by morality and the rule of law, and a new round of curriculum reform was launched. In stereotype, students' participation and activity in the classroom are not high. In the face of the renewal of teaching materials and the characteristics of students in junior middle school, in order to practice the educational concept of moral and rule of law curriculum and to combine with the deficiency of the present classroom situation of this subject, this paper advocates that teachers and students should devote themselves to constructing an active classroom environment. First of all, the teaching concept of this course clearly points out that the core of this course is "to guide teenagers to lead a positive and healthy life and to be responsible citizens", and the main relationship between teachers and students is in the classroom. Therefore, students should be guided to be positive, responsible to themselves, others and classes, and then expand their classroom experience to life outside the classroom. Secondly, the junior middle school students who enter puberty have stronger self-consciousness, independent thinking, critical spirit and creative thinking. The moral and rule of law curriculum is a special moral education course in junior high school. Supervising and guiding students' ideological and moral development is the fundamental purpose of the subject and the fundamental foothold of the classroom teaching of this course. Young people in junior middle school yearn for freedom most, their ideological and moral work is full of challenges, but it is of great value for them to do ideological and moral education which has not yet been formed. Therefore, the teachers of morality and rule of law as the front line, facing the new teaching materials and new situations, need to explore how to build an active classroom environment in order to carry out effective moral education teaching. After combing and summarizing the relevant research and literature at home and abroad, the main characteristics of positive classroom environment of general disciplines are obtained, and then the teachers and students of grade one and grade three are investigated and interviewed according to the moral and rule of law classroom in junior high school. Summarizes the main characteristics of the positive classroom environment expected by teachers and students of the subject, focusing on the democratic atmosphere, classroom layout, teacher-student relations, efficient discipline, pre-class presupposition, classroom generation, Student participation and group cooperation in eight dimensions designed a questionnaire for teachers and students. Combined with the investigation results and literature research, teachers and students expect a democratic classroom atmosphere, a good teacher-student relationship, an attractive scenario presupposition, and a common generation of teachers and students in a positive classroom environment of junior high school ethics and rule of law. Good teacher-student relationship can provide emotional protection for the democratic atmosphere in the classroom. Therefore, combined with a dozen excellent classroom cases collected in the first line of practice, this paper analyzes and concludes from three aspects: the preset of the situation before class, the generation of teachers and students in the classroom, and the building of a good teacher-student relationship after class. It accumulates the experience of constructing positive classroom environment of moral and rule by law in junior high school and expects to provide accumulation for further exploration in the future.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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