思想政治课课堂观察实践研究

发布时间：2018-07-01 12:48

本文选题：思想政治课 + 课堂观察　；参考：《河北师范大学》2016年硕士论文

【摘要】：近年来,变革一直是教育领域的核心主题。作为教育领域的主战场,各级各类学校更应该走在变革的前列,去实践、去试验教育理论倡导的变革。对于高中思想政治课堂来说,更应该顺应教育的变革,以提升课堂教学的针对性和有效性。课堂观察应当凸显,以更细腻的视角、更易操作、更有效的方式与流程,去帮助教师反思教学行为,提升个人教学能力,帮助学生提升学习效率。与传统的听评课不同,课堂观察是一项专业活动,旨在谋求学生课堂学习的改善、促进教师专业的发展,而不是为了评价教师。是教师日常专业生活必不可少的组成部分,是教师专业学习的重要内容。本文主要采用文献研究法、比较研究法、案例分析法等,在查阅有关课堂观察、课堂评价、听评课等相关理论文献的基础上,通过反思传统的听评课方式,结合具体的教学实践,对课堂观察、思想政治课课堂观察的概念和重要意义进行梳理,同时,以高中思想政治课教师的视角为中心,对在高中思想政治课实施课堂观察提出了自己的见解和反思。论文主要分为三个部分:第一部分,思想政治课堂观察相关概念解读。首先对课堂观察进行界定,包括课堂观察的含义与任务,以及课堂观察的特点。其次,由一般到个别,立足课堂观察的基本解读,对思想政治课课堂观察含义进行分析和界定,并剖析思想政治课课堂观察的主要内容,总结出其所具有的独特性,包括:方向性、突出德育功能、综合扩展性等。第二部分,思想政治课课堂观察本质及其现实意义。这部分内容通过笔者阅读相关文献和在教学中的经验总结,提出了思想政治课课堂观察的本质,包括:思想政治课课堂观察是专业性教学研究活动;是一种全面促进课堂教学行为改善的系统;是一个工作流程;体现一种团队合作精神。结合对思想政治课课堂观察的理论分析以及笔者在政治课教学过程中的实际应用,可以得出课堂观察在思想政治课教学中的运用具有重要的现实意义,包括:有利于思想政治课教师的个人能力提高;有利于促进思想政治课教师的合作氛围;有利于促进学生的发展等。第三部分,思想政治课课堂观察的实施策略。首先对思想政治课课堂观察维度、观察视角和观察点的确定。对于思想政治课课堂观察的维度,主要确定为学生学习、教师教学、课程性质、教学文化;对于观察视角的确定参考了崔允o7教授的LICC模式,并考虑思想政治课程的特色,设计思想政治课课堂观察表;对于观察点,要考虑其在课堂中的生成性。除此之外,笔者还在这一部分中提出思想政治课课堂观察的实施步骤,包括:准备阶段——课前会议、实施阶段——课中观察、总结阶段——课后会议等,通过这些步骤以提高课堂观察在思想政治课中应用的效率,促进教师专业发展和学生发展。
[Abstract]:In recent years, change has been the core theme in the field of education. As the main battlefield in the field of education, schools at all levels should be in the forefront of change, to practice, to test the change advocated by educational theory. For the high school ideological and political classroom, we should adapt to the reform of education in order to improve the pertinence and effectiveness of classroom teaching. Classroom observation should be highlighted, with a more delicate perspective, easier to operate, more effective ways and processes to help teachers reflect on teaching behavior, improve personal teaching ability, help students improve their learning efficiency. Unlike traditional listening and evaluating classes, classroom observation is a professional activity which aims to improve students' classroom learning and promote teachers' professional development, not to evaluate teachers. It is an indispensable part of teachers' daily professional life and an important part of teachers' professional learning. This article mainly adopts the literature research method, the comparative research method, the case analysis method and so on. On the basis of consulting the relevant theoretical documents, such as classroom observation, classroom evaluation, listening and evaluating courses and so on, this paper reflects on the traditional listening and evaluating courses. Combined with the concrete teaching practice, this paper combs the concept and significance of classroom observation and ideological and political class observation, and takes the perspective of high school ideological and political teachers as the center. The author puts forward his own opinion and reflection on the implementation of classroom observation in high school ideological and political class. The thesis is mainly divided into three parts: the first part, ideological and political classroom observation related concepts. First, define the classroom observation, including the meaning and task of classroom observation, as well as the characteristics of classroom observation. Secondly, from general to individual, based on the basic interpretation of classroom observation, the meaning of ideological and political class observation is analyzed and defined, and the main contents of ideological and political class observation are analyzed, and the uniqueness of the observation is summarized. Include: directionality, outstanding moral education function, comprehensive expansibility and so on. The second part, ideological and political class observation essence and its realistic significance. This part of the content through the author reads the related literature and the experience summary in the teaching, proposed the ideological and political class classroom observation essence, including: ideological and political class classroom observation is the specialized teaching research activity; It is a system that promotes the improvement of classroom teaching behavior. It is a work flow and embodies a spirit of teamwork. Combining with the theoretical analysis of the classroom observation of the ideological and political course and the practical application of the author in the teaching process of the political class, it can be concluded that the application of the classroom observation in the teaching of the ideological and political course has important practical significance. It is beneficial to the personal ability of ideological and political teachers, to the cooperative atmosphere of ideological and political teachers, to the development of students and so on. The third part, the implementation strategy of ideological and political class observation. First of all, the ideological and political class observation dimension, observation perspective and observation point of determination. The dimensions of classroom observation in ideological and political courses are mainly determined as student learning, teacher teaching, curriculum nature and teaching culture. The determination of observation angle refers to Professor Cui Yuno7's LICC model and takes into account the characteristics of ideological and political curriculum. Design the ideological and political class observation table; for observation points, we should consider its generative in the classroom. In addition, in this part, the author also puts forward the steps to implement the classroom observation of ideological and political class, including: preparation stage-pre-class meeting, implementation phase-class observation, summary stage-after-class meeting, etc. Through these steps, we can improve the efficiency of classroom observation in ideological and political class, and promote teachers' professional development and students' development.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

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