《生活与哲学》微课实践的问题与对策研究

发布时间：2018-06-05 13:21

本文选题：《生活与哲学》微课 + 问题　；参考：《河北师范大学》2017年硕士论文

【摘要】：微课程的引入,是普通高中全日制学校实现跨越式发展的一次机遇,对高中教育来说,谁能做到让学生更有意义的学习、实现更高效优质的学习,谁就将可能占领教育发展的制高点,迎接发展的新起点。《生活与哲学》作为高中思想政治课四门必修课中的一门重要课程,该课程的开设是高中生正规哲学教育的开端,在学生形成正确的世界观、人生观、价值观和科学的思维方法方面方面发挥着不可或缺的作用。然而《生活与哲学》课程对于学生们来说也是比较抽象,在理解和掌握方面十分困难,靠传统的教学方式去教该课程,学生们会感到空洞、无聊,难以理解。作为一名高中一线教师,如何更好的利用网络信息技术,让《生活与哲学》课程变成学生不再觉得空洞、乏味、无聊的一门课程,逐步实现《生活与哲学》教学内容的学习方式、教学方式和师生互动方式的创新与发展,这也是对政治教师的一项挑战。微课程作为一种现代化的教育新形式,在教学中取得了良好的效果。在《生活与哲学》教学中运用微课程,一方面帮助教师突破教学中的困难,另一方面也促进学生能力和技能的提高。同时在制作微课的过程中促使政治教师提高教学技能,制作好的微课能够丰富《生活与哲学》教学和《生活与哲学》课程资源,促进《生活与哲学》课程和《生活与哲学》教学的发展。但是在近几年的微课参赛作品和一线教师的实际微课应用现状中,笔者了解到,部分教师在《生活与哲学》微课的制作和应用中存在一些问题,如:《生活与哲学》微课的运用并不广泛;微课设计上重形式轻目标,思维拘泥于传统课堂;制作的质量参差不齐等问题。因此本研究力图对《生活与哲学》微课实践的问题与对策进行研究,通过研究不同类型的《生活与哲学》微课,揭示《生活与哲学》微课实践中的主要问题及原因,并在此基础上提出《生活与哲学》微课实践的有效性对策。笔者将文章分为三大部分来研究《生活与哲学》微课实践的问题与对策。第一部分,思想政治课微课相关理论概述。该部分主要论述微课的涵义、特点、思想政治课微课的类型以及《生活与哲学》微课实践意义,为下文的具体研究奠定理论基础。第二部分,《生活与哲学》微课实践中的问题及成因分析。该部分是文章的难点,主要通过对中国微课网发布的《生活与哲学》微课参赛作品进行观摩、分析以及查找相关文献,并对文献进行阅读、分析、对比和归纳、整理,从而总结出《生活与哲学》微课实践中存在的问题以及产生这些问题的原因。第三部分,《生活与哲学》微课问题解决的对策。该部分是文章的重点,主要针对第二部分提出的问题献出相应的对策,从而进一步提高微课在《生活与哲学》思想政治课中的有效应用。
[Abstract]:The introduction of microcurriculum is an opportunity for ordinary high school full-time schools to achieve leapfrog development. For high school education, who can make students learn more meaningfully and achieve more efficient and high-quality learning? Who will possibly occupy the commanding height of the development of education and meet the new starting point of development. Life and philosophy, as an important course in the four compulsory courses of high school ideological and political courses, is the beginning of the formal philosophy education of high school students. It plays an indispensable role in forming a correct world outlook, outlook on life, values and scientific thinking methods. However, the course of Life and philosophy is also abstract for students, and it is very difficult to understand and master. Students will feel empty, bored and difficult to understand if they teach the course by traditional teaching methods. As a first-line high school teacher, how to make better use of network information technology to make life and philosophy courses become a course that students no longer feel empty, boring, boring, It is also a challenge for political teachers to gradually realize the innovation and development of the learning style, teaching method and teacher-student interaction mode of the teaching content of "Life and philosophy". As a new form of modern education, microcurriculum has achieved good results in teaching. The application of microcurriculum in the teaching of Life and philosophy on the one hand helps teachers break through the difficulties in teaching, on the other hand, it also promotes the improvement of students' abilities and skills. At the same time, in the process of making microcourses, the political teachers are urged to improve their teaching skills, and the good microcourses can enrich the teaching of Life and philosophy and the curriculum resources of Life and philosophy. To promote the development of life and philosophy curriculum and teaching of life and philosophy. However, in the recent years, some teachers have some problems in the production and application of "Life and philosophy" micro-lessons, according to the current situation of microcourse application in the first line teachers and the participation works of micro-lessons in recent years, and the author has learned that some teachers have some problems in the production and application of micro-lessons in Life and philosophy. For example, life and philosophy is not widely used; the design of microcourses emphasizes the form and not the goal, the thinking is confined to the traditional classroom, and the quality of the production is uneven and so on. Therefore, this study tries to study the problems and countermeasures in the practice of "life and philosophy", through the study of different types of "life and philosophy" micro-lesson, to reveal the main problems and reasons in the practice of "life and philosophy". On the basis of this, the author puts forward the effective countermeasures of the practice of life and philosophy. The author divides the article into three parts to study the problems and countermeasures in the practice of "Life and philosophy". The first part, the ideological and political lesson micro-lesson related theory summary. This part mainly discusses the meaning and characteristics of micro-class, the types of micro-class of ideological and political lesson and the practical significance of micro-lesson "Life and philosophy", which lays a theoretical foundation for the following specific research. The second part, "Life and philosophy" micro-class practice of the problems and causes of analysis. This part is the difficulty of the article, mainly through observing, analyzing and searching the relevant documents, reading, analyzing, contrasting, summarizing and sorting out the entries of "Life and philosophy" published by China Microcourse Network. The problems existing in the practice of "Life and philosophy" and the causes of these problems are summarized. The third part, "Life and philosophy" the solution of micro-lesson problem. This part is the focal point of the article, mainly aiming at the problems raised in the second part, to put forward the corresponding countermeasures, so as to further improve the effective application of micro-class in the ideological and political lesson of Life and philosophy.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2;G434

【相似文献】