抛锚式教学在思想品德课中的应用研究

发布时间：2018-05-12 15:15

本文选题：思想品德课 + 抛锚式教学　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：随着新课改的不断发展,思想品德学科教学强调改变传统的填鸭式教学方式,培养学生学会学习的能力,培养学生乐于主动学习的意识。抛锚式教立足把“锚”贯穿在整体教学过程中,提出教师要认真钻研教学理论,把握课程标准。教师要根据教材和学生的实际情况创设真实有效的问题情境,激发学生对问题的探索精神,使学生乐于主动研究问题。同时抛锚式教学也能够增强师生之间的互动性,活跃课堂的教学气氛,能够帮助教师更好的进行教学。因此,许多学校纷纷将抛锚式教学应用到学科教学中,尤其是思想品德学科的教学中,使得教学质量得到明显提升。但是每一种教学都不是完美的,在实际的应用中都会存在一些问题,正视这些问题才能找到更好的解决办法来促进思想品德学科更好的发展。本文共分为四部分,第一部分首先从抛锚式教学应用的意义出发,整理了国内外的研究成果,运用文献研究的方法、课堂观察的方法和案例分析法进行研究。阐述了抛锚式教学在思想品德课中应用的理论和现实意义,说明了抛锚式教学有利于思想品德教师的专业成长;有利于学生的成长和发展;有利于实现思想品德课的高效教学;第二部分对抛锚式教学进行概述,论述了抛锚式教学的内涵及特点,从建构主义理论、情境认知理论和人本主义学习理论的观点出发,在第三部分中,对抛锚式教学在思想品德课中应用的课例进行全面的分析,分析了抛锚式教学在思想品德课应用的效果,分析了抛锚式教学在思想品德课教学中存在的一些问题;在第四部分中针对抛锚式教学存在的问题提出了有效运用抛锚式教学的对策;最后对文章进行了总结,明确了抛锚式教学对思想品德学科教学的重要作用,为教师更好的运用抛锚式教学提供了一定的理论依据。
[Abstract]:With the development of new curriculum reform, ideological and moral teaching emphasizes changing the traditional way of spoon-feeding teaching, cultivating students' ability to learn, and cultivating students' consciousness of willing to learn actively. Based on the "anchor" teaching in the whole teaching process, it is proposed that teachers should study the teaching theory and grasp the curriculum standards. Teachers should create real and effective problem situations according to the teaching materials and students' actual conditions, stimulate students' spirit of exploring problems, and make students willing to study problems actively. At the same time, anchored teaching can also enhance the interaction between teachers and students, active classroom teaching atmosphere, can help teachers better teaching. Therefore, many schools have applied anchored teaching to the subject teaching, especially in the ideological and moral teaching, so that the quality of teaching has been significantly improved. However, each kind of teaching is not perfect, there will be some problems in the practical application. Only by facing these problems can we find a better solution to promote the better development of the subject of ideological and moral character. This paper is divided into four parts. The first part starts from the significance of the application of anchored teaching, collates the research results at home and abroad, uses the method of literature research, the method of classroom observation and the method of case analysis. This paper expounds the theoretical and practical significance of the application of anchored teaching in the course of ideological and moral education, and explains that the anchored teaching is beneficial to the professional growth of ideological and moral teachers, to the growth and development of students, to the realization of efficient teaching of ideological and moral education. The second part summarizes the anchored teaching, discusses the connotation and characteristics of the anchored teaching, from the perspective of constructivism theory, situational cognition theory and humanism learning theory, in the third part, This paper makes a comprehensive analysis of the application of anchored teaching in the ideological and moral course, analyzes the effect of the application of the anchored teaching in the ideological and moral course, and analyzes on some problems existing in the anchored teaching in the ideological and moral teaching. In the fourth part, aiming at the problems existing in the anchored teaching, the author puts forward the countermeasures of the effective application of the anchored teaching, and finally summarizes the article, and clarifies the important role of the anchored teaching in the teaching of the subject of ideological and moral character. It provides some theoretical basis for teachers to use anchor teaching better.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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