情境教学法在初中思想品德课中的运用研究
发布时间：2018-07-13 12:56
【摘要】：新课程改革要求中小学教师要认真研究课堂教学实施策略,激发学生学习欲望,尊重学生主体地位,挖掘学生潜能,高效实现教学目标。教学过程中,教师的角色应是一个教学中的主导者、方法的建立者,而不仅仅是知识的传授者,同时应注意,充分调动学生在课堂教学中的能动作用。但是长期以来在初中思想品德课教学中,教师更多的倾向于向学生讲授抽象的理论知识,往往忽略了学生的情感体验和在课堂中的主体地位。因此,研究和选择适合的教学方法至关重要。情境教学法是一种非常适合初中生身心发展特点和思想品德课教学需要的教学方法。本文根据情境教学法与初中思想品德课相结合的角度,运用案例研究法、文献综述法、课堂观察法、经验总结法等研究方法对情境教学法在初中思想品德课中的运用进行了较为详细的研究。本文共由六部分组成,第一部分绪论,主要对国内外研究现状进行了总结和评价并介绍了在研究过程中所用到的研究方法、创新点以及不足之处。第二部分,对情境教学法的相关理论进行了概述,分别解释了情境和情境教学法的含义,并总结了初中思想品德课情境教学法的内涵和基本特征。第三部分,具体剖析了在初中思想品德课中运用情境教学法的必要性以及重要性。第四部分,阐述了目前在初中思想品德课中运用情境教学法时存在的问题并对问题的原因进行了分析。第五部分,重点论述了情境教学法在初中思想品德课中运用的原则和六种情境教学法在初中思想品德课中的具体运用。最后一部分总结,提出了关于在初中思想品德课中运用情境教学法应注意的问题。
[Abstract]:The new curriculum reform requires primary and secondary school teachers to seriously study the classroom teaching implementation strategies, stimulate students' desire to learn, respect the status of students as the main body, tap students' potential, and effectively realize the teaching goals. In the process of teaching, the teacher's role should be the leader of teaching, the constructor of methods, and not only the imformer of knowledge, but also should pay attention to the active role of students in classroom teaching. But for a long time, teachers tend to teach abstract theoretical knowledge to the students in the middle school ideological and moral teaching, often ignoring the students' emotional experience and the main position in the classroom. Therefore, it is very important to study and choose suitable teaching methods. Situational teaching method is a kind of teaching method which is very suitable for junior high school students' physical and mental development characteristics and the need of ideological and moral teaching. Based on the combination of situational teaching method and moral education in junior high school, this paper applies case study, literature review and classroom observation. The application of situational teaching method in junior middle school ideological and moral course is studied in detail by means of experience summarization and other research methods. This paper consists of six parts. The first part is the introduction, which summarizes and evaluates the current research situation at home and abroad and introduces the research methods, innovations and deficiencies used in the research process. The second part summarizes the relevant theories of situational teaching, explains the meaning of situational and situational teaching methods, and summarizes the connotation and basic characteristics of situational teaching method in junior high school. The third part analyzes the necessity and importance of using situational teaching method in junior middle school. In the fourth part, the author expounds the problems existing in the application of situational teaching method in the ideological and moral course of junior high school and analyzes the causes of the problems. The fifth part focuses on the application of situational teaching method in junior high school ideological and moral education and the concrete application of six situational teaching methods in junior high school ideological and moral education. In the last part, the author puts forward some problems that should be paid attention to in the application of situational teaching method in junior middle school ideological and moral education.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
本文编号：2119442
[Abstract]:The new curriculum reform requires primary and secondary school teachers to seriously study the classroom teaching implementation strategies, stimulate students' desire to learn, respect the status of students as the main body, tap students' potential, and effectively realize the teaching goals. In the process of teaching, the teacher's role should be the leader of teaching, the constructor of methods, and not only the imformer of knowledge, but also should pay attention to the active role of students in classroom teaching. But for a long time, teachers tend to teach abstract theoretical knowledge to the students in the middle school ideological and moral teaching, often ignoring the students' emotional experience and the main position in the classroom. Therefore, it is very important to study and choose suitable teaching methods. Situational teaching method is a kind of teaching method which is very suitable for junior high school students' physical and mental development characteristics and the need of ideological and moral teaching. Based on the combination of situational teaching method and moral education in junior high school, this paper applies case study, literature review and classroom observation. The application of situational teaching method in junior middle school ideological and moral course is studied in detail by means of experience summarization and other research methods. This paper consists of six parts. The first part is the introduction, which summarizes and evaluates the current research situation at home and abroad and introduces the research methods, innovations and deficiencies used in the research process. The second part summarizes the relevant theories of situational teaching, explains the meaning of situational and situational teaching methods, and summarizes the connotation and basic characteristics of situational teaching method in junior high school. The third part analyzes the necessity and importance of using situational teaching method in junior middle school. In the fourth part, the author expounds the problems existing in the application of situational teaching method in the ideological and moral course of junior high school and analyzes the causes of the problems. The fifth part focuses on the application of situational teaching method in junior high school ideological and moral education and the concrete application of six situational teaching methods in junior high school ideological and moral education. In the last part, the author puts forward some problems that should be paid attention to in the application of situational teaching method in junior middle school ideological and moral education.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
【共引文献】
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