初中思想品德课课堂互动有效性研究

发布时间：2018-06-03 18:03

本文选题：初中思想品德课 + 课堂教学　；参考：《河南师范大学》2017年硕士论文

【摘要】：初中思想品德课程旨在促进学生积极思维、关注学生的心理健康、满足学生的精神成长需要、强化学生的法律意识以及帮助学生塑造、承担公民角色。为了使课堂教学的效果符合思想品德课课程标准,教师必须充分认识到初中生正处于身心发展、生活扩展、思想品德和价值观念形成的关键时期,思想品德课的课堂教学应依据学生的心理发展规律、思维发展特点、生活经验而组织展开。但是,在实际的课堂教学中,教学效果与课程期待仍然存在着差距,课程知识的学习与情感态度价值观的实现、思想思维的发展难以融为一体,难以呈现出最佳组合状态。为解决课堂实践中产生的问题,一线教师和专家学者不断探索行之有效的方法,课堂互动就成为了研究的方向之一。课堂互动教学能够促使教育主体、教育客体、教育载体三者之间的相互作用和相互影响,这不但有助于教师转变教育理念和课堂教学行为,而且促进学生独立思考和积极思维,产生并保持积极的情感体验,培养学生的独立人格,过一种丰富多彩的精神生活。但是,在实际的课堂互动教学中,由于受到教师素质、学生的学习习惯、班级文化氛围和班级规模等因素的影响,课堂互动形式化、互动主体个别化、互动内容缺乏科学界定、互动结果缺乏归纳、补充与评价。总的来说,课堂互动并未能处理好教学内容与教学形式两者之间的关系。在素质教育的理念下探讨初中思想品德课课堂教学有效互动是解决上述问题的关键。具体而言,我们可以从以下几个方面改善当前的课堂互动状况。首先,必须科学定位教师角色,既要扮演好倾听者、引导者、合作者的角色,也要塑造成为一个培训者、编剧和导演,参与课堂互动的每一环节。其次,思想品德教师需要为学生营造安全的心理环境,解决他们参与课堂、自由表达观点的后顾之忧。再次,思想品德教师要不断提高自己的业务素质,不断凝练自己的教育语言,修炼自己的语言艺术,增强自身的教学魅力和学生对自己所担任课程的期待感。又次,课堂教学要有留白,切忌满堂师生或生生互动,要为教师调整自己的教学方式提供时间,为师生共同阅读、思考提供机会。最后,思想品德教师要与学生携手共同建立全方位的、公平公正的评价机制,发挥评价在调整教学内容、教学顺序等教学设计以及对学生的警示、鼓励等方面的作用。
[Abstract]:The ideological and moral course of junior high school aims to promote students' positive thinking, pay attention to their mental health, meet their needs of spiritual growth, strengthen their legal consciousness, help students shape and assume the role of citizens. In order to make the effect of classroom teaching conform to the curriculum standard of ideological and moral course, teachers must fully realize that junior high school students are in the critical period of physical and mental development, life expansion, ideological and moral character and the formation of values. The classroom teaching of ideological and moral course should be organized according to the law of students' psychological development, the characteristics of thinking development and life experience. However, in the actual classroom teaching, there is still a gap between the teaching effect and the curriculum expectation, the learning of curriculum knowledge and the realization of emotional attitude and values, the development of ideological thinking is difficult to merge into one, and it is difficult to present the best combination state. In order to solve the problems in classroom practice, first-line teachers and experts and scholars continue to explore effective methods, classroom interaction has become one of the research directions. Classroom interactive teaching can promote the interaction and interaction among the subjects, objects and carriers of education, which not only helps teachers to change their educational ideas and classroom teaching behaviors, but also promotes students' independent thinking and positive thinking. Create and maintain positive emotional experience, cultivate students' independent personality and lead a colorful spiritual life. However, in the actual classroom interactive teaching, due to the influence of teachers' quality, students' study habits, class culture atmosphere and class scale, classroom interaction is formalized, the interactive subject is individualized, and the interactive content is lack of scientific definition. The interactive results lack of induction, supplement and evaluation. Generally speaking, classroom interaction fails to deal with the relationship between teaching content and teaching form. Under the concept of quality education, it is the key to solve the above problems to explore the effective interaction of ideological and moral class teaching in junior high school. Specifically, we can improve the current classroom interaction in the following ways. First of all, it is necessary to scientifically position the role of teacher, both as a good listener, a guide and a collaborator, as well as a trainer, a writer and a director, and to participate in every link of classroom interaction. Secondly, ideological and moral teachers need to create a safe psychological environment for students to solve their problems of participating in the classroom and freely expressing their views. Thirdly, ideological and moral teachers should constantly improve their professional quality, constantly refine their own educational language, practice their own language art, enhance their own teaching charm and students' expectation of their own curriculum. Once again, classroom teaching should have room, avoid the interaction between teachers and students, provide time for teachers to adjust their own teaching methods, and provide opportunities for teachers and students to read and think together. Finally, ideological and moral teachers should join hands with students to establish a comprehensive, fair and just evaluation mechanism, and give play to the role of evaluation in adjusting teaching content, teaching sequence, teaching design, warning to students, encouraging and so on.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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