思想政治课教师使用教科书中非连续性文本的调查研究

发布时间：2018-04-18 16:51

本文选题：思想政治课教师 + 教科书　；参考：《山西师范大学》2017年硕士论文

【摘要】：选入思想政治教科书中的非连续性文本大部分是贴合正文内容、具有一定教育意义和教学价值的经典范例。思想政治课教师在面对教科书中类型多样的非连续性文本时,应该如何高效地使用就成为了一个重要的研究课题。本研究以思想政治课教师对教科书中非连续性文本的认识为研究切入点,参考已有的研究成果,对教师使用非连续性文本的过程和使用效果进行了较为全面深入的研究。为了保证研究的严谨性和科学性,在整理和分析已有文献资料的基础上,对思想政治教科书中的非连续性文本进行概念界定,论述其分类和特点,阐述其在思想政治课中的教学价值。根据教学过程的相关理论,并在参考其他学者研究成果的基础上,建立思想政治课教师使用教科书中非连续性文本的研究框架,从教师对教科书中非连续性文本的认识、使用过程和使用效果三个维度进行研究。依据研究维度,并且参考了其他学者的调查问卷,编制了思想政治课教师使用非连续性文本的调查问卷和访谈提纲。在调查问卷设计过程中,认真设置每个维度下的题目,并对题目进行反复的修改。经过相关教育专家和优秀思想政治课教师鉴定后,对调查问卷进行信度和效度检验,以确保调查问卷的科学性和合理性。结合问卷调查和访谈,从思想政治课教师对教科书中非连续性文本的认识、使用过程和使用效果三个方面进行整体性分析和差异性、相关性分析。通过研究发现思想政治课教师使用非连续性文本处于中等水平。在认识方面教师对非连续性文本的概念认识不深,对教科书中的非连续性文本认可度较低,而且不重视使用。在使用过程方面教师使用非连续性文本的外部动机大于内部动机,在使用方式上倾向于教非连续性文本,使用非连续性文本的时间较少且没有相应的计划,各种类型的非连续性文本使用不平衡。在使用效果方面教师对评价渠道利用不充分,使用非连续性文本的效果距离实现教学目标还有一定距离。从主观和客观两个方面对影响教师使用教科书中非连续性文本的因素进行分析,主观因素包括教师因素和学生因素;客观因素包括应试教育的影响,教师的工作压力和教师的培训效果。对教师使用非连续性文本的建议从思想政治课教师对非连续性文本的认识、使用能力、使用效果三个方面进行阐述,希望通过这些建议引导教师及时更新自己的使用理念,灵活使用各种方法,完善与细化使用过程,同时汇总多方信息对使用效果进行综合评价,利用非连续性文本实现三维目标,接受高效全面的培训,不断提升自己使用非连续性文本的能力。
[Abstract]:The discontinuous text selected in the ideological and political textbooks is a classic example of educational significance and teaching value.It has become an important research topic for ideological and political teachers to use them efficiently in the face of various types of discontinuous texts in textbooks.Based on the teachers' understanding of the non-continuous text in textbooks, and referring to the existing research results, this study makes a comprehensive and in-depth study on the process and effect of teachers' use of discontinuous texts.In order to ensure the rigorous and scientific nature of the study, on the basis of sorting out and analyzing the existing literature, this paper defines the concept of discontinuous text in ideological and political textbooks, and discusses its classification and characteristics.Expound its teaching value in ideological and political course.According to the relevant theories of teaching process, and on the basis of referring to the research results of other scholars, this paper sets up a research framework for the use of non-continuous text in textbooks by ideological and political teachers, and from the teachers' understanding of non-continuous text in textbooks,Use process and use effect of three dimensions were studied.According to the research dimension and referring to the questionnaire of other scholars, the questionnaire and interview outline of ideological and political teachers using discontinuous text are compiled.In the process of questionnaire design, carefully set the questions under each dimension and revise them repeatedly.After the relevant education experts and excellent ideological and political teachers identify the reliability and validity of the questionnaire to ensure that the questionnaire is scientific and reasonable.Based on the questionnaire survey and interview, the author analyzes the teachers' understanding of the non-continuous text of the textbook, the process of use and the effect of the textbook from three aspects: the holistic analysis, the difference and the correlation analysis.Through the study, it is found that the discontinuous text used by ideological and political teachers is at the medium level.In the aspect of cognition, teachers do not have a deep understanding of the concept of discontinuous text, and the recognition of discontinuous text in textbooks is relatively low, and they do not attach importance to the use of discontinuous text.In the process of using discontinuous text, teachers have more external motivation than internal motivation, and tend to teach discontinuous text in the way they use it. The time of using discontinuous text is less and there is no corresponding plan.The use of various types of discontinuous text is uneven.In the aspect of using effect, the teacher does not make full use of the evaluation channel, and the effect of using discontinuous text is still far away from the realization of teaching goal.The factors influencing teachers' use of non-continuous text in textbooks are analyzed from subjective and objective aspects. Subjective factors include teachers' and students' factors, objective factors include examination-oriented education.Teacher's work pressure and teacher's training effect.The suggestions on teachers' use of discontinuous texts are expounded from three aspects: teachers' understanding of discontinuous texts, their ability to use them, and the effects of using them. It is hoped that teachers can be guided to update their own usage concepts through these suggestions.Flexible use of various methods to improve and refine the use of the process, at the same time gather multi-party information for comprehensive evaluation of the use of results, using discontinuous text to achieve three-dimensional objectives, receive efficient and comprehensive training,Constantly improve your ability to use discontinuous text.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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