课堂剧在初中思想品德课中的应用

发布时间：2018-06-08 22:18

本文选题：新课程改革 + 初中思想品德课　；参考：《河北师范大学》2017年硕士论文

【摘要】：随着初中思想品德课程教学的深入实施,新课程理念得以革新。新课程理念要求初中思想品德课应在教学过程中注重课堂实施的实践性和开放性,构建以生活为基础,以学科知识为支撑的课程。课堂剧因其将思想品德课的学科特点和时代特征紧密相连,引导中学生自主学习,主动探究,为初中思想品德课提供一条行之有效的办法。所谓课堂剧指在初中思想品德课堂教学中,教师引导或协助学生开展表演活动,根据课本提供知识材料,联系学生实际,以及周边环境或其他认知知识,编写简短的剧本,让学生扮演剧中的角色,以演戏的形式创设教学氛围,以达到授知解惑,培养学生综合能力及社会实践活动能力的创造的一种生动直观的情境。基于弥补传统教学的局限,适应新课程改革的需要,为了教师及学生成长的需要,该教学法应该被广泛的运用到初中思想品德课堂中去。本文以相关文献为依据,结合实践审视如今初中思想品德课堂上学生知行不一、落后的教育观念、陈旧的教学方法,学生综合能力训练的欠缺,学生学习热情不足等状况的基础上,结合基础教育课程改革,为构建新课堂提出新办法。论文主要包含以下三部分:第一部分具体阐述了课堂剧及相关内容,将课堂剧的概念进行了明确的界定,并科学的分析了课堂剧的五大特点:简便、简短、灵活,具有教育性、主体性、戏剧性和创造性。明确课堂剧的概念,了解课堂剧的特点,才能更好的将课堂剧应用于初中思想品德课堂中去。第二部分以新课程改革为背景,分析总结课堂剧的四大教学功能:激发学生兴趣,讲“活”课堂、优化课堂教学,提高课堂效益和质量、落实课堂教学,提高教师专业素养、培养学生综合能力,树立高尚道德情操,科学的阐述了课堂剧实施的必要性。第三部分在提出课堂剧是什么和有什么教学功能的基础上,重点从课堂剧在初中思想品德课教学中的运用路径进行深层次分析并结合具体教学案例进行阐释,与此同时对课堂剧在初中思想品德课教学中的收获和不足加以分析说明:过分强调表演,忽视基础知识的学习、演出次数频繁、教师预设过多,缺少学生的生成空间、开展课堂剧只涉及部分学生,具有局限性,针对课堂剧运用过程中的不足之处提出优化策略。总而言之,通过本篇论文,课堂剧的应用、研究价值和课堂剧的重要性便了然于心。那么在今后的教学实践中我们应针对课堂剧在初中思想品德课中的运用路径,思考如何将课堂剧发扬光大如何使课堂剧应用于思想品德课堂更具有研究价值,同时希望能够广大思想政治教师提供课堂剧教学的实践参考和理论指导。
[Abstract]:With the further implementation of ideological and moral course in junior high school, the new curriculum concept can be innovated. The concept of the new curriculum requires that the ideological and moral course of junior high school should pay attention to the practicality and openness of classroom implementation in the process of teaching, and construct a curriculum based on life and supported by subject knowledge. Due to its close connection with the characteristics of the subject and the times, classroom drama provides an effective method for junior high school students to study independently and explore actively. The so-called classroom drama means that in the middle school ideological and moral classroom teaching, the teacher guides or assists the students in performing activities, provides knowledge materials according to the textbooks, links the students' reality, as well as the surrounding environment or other cognitive knowledge, and prepares a short script. Let the students play the role in the play, create the teaching atmosphere in the form of acting, so as to achieve a vivid and intuitive situation in which the students' comprehensive ability and the ability of social practice can be created. In order to make up for the limitations of traditional teaching and adapt to the needs of the new curriculum reform, the teaching method should be widely used in the middle school ideological and moral classroom for the needs of teachers and students to grow up. Based on the relevant literature and practice, this paper examines the deficiency of students' comprehensive ability training in junior middle school, such as different knowledge and practice, backward educational concepts, outdated teaching methods, and lack of comprehensive ability training. On the basis of students' lack of enthusiasm for learning, combined with the curriculum reform of basic education, a new method is put forward for the construction of new classroom. The thesis mainly includes the following three parts: the first part elaborates the classroom drama and its related contents, defines the concept of the classroom drama clearly, and scientifically analyzes the five characteristics of the classroom drama: simple, brief, flexible and educational. Subjectivity, drama and creativity. Only by clarifying the concept of classroom drama and understanding the characteristics of classroom play can we better apply classroom drama to the ideological and moral class of junior high school. The second part takes the new curriculum reform as the background, analyzes and summarizes the four teaching functions of classroom drama: arousing students' interest, telling "live" classroom, optimizing classroom teaching, improving classroom efficiency and quality, carrying out classroom teaching and improving teachers' professional accomplishment. Cultivate students' comprehensive ability, establish noble moral sentiment, scientifically expound the necessity of the implementation of classroom drama. In the third part, on the basis of putting forward what classroom drama is and what teaching function it has, the author focuses on the deep analysis of the application of classroom drama in junior high school ideological and moral teaching and the explanation of concrete teaching cases. At the same time, the paper analyzes the achievements and shortcomings of the classroom drama in the middle school ideological and moral lesson teaching. It shows that: excessive emphasis on performance, neglect of the study of basic knowledge, frequent performances, too many teachers' presuppositions, and lack of students' space to generate, Only some students are involved in the development of classroom drama, which has some limitations. The optimization strategy is put forward in view of the deficiencies in the process of using classroom drama. In a word, through this paper, the application of classroom drama, the value of research and the importance of classroom play will be understood. So in the teaching practice in the future, we should consider how to carry forward the classroom drama in the ideological and moral class of junior middle school, and how to make it more valuable in the ideological and moral class. At the same time, I hope to provide practical reference and theoretical guidance for the majority of ideological and political teachers.
【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

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