新课改视角下高一思想政治课合作学习探究
[Abstract]:Education is the foundation of socialist modernization in China. Therefore, in order to realize the cause of socialist modernization in China, we must change the traditional mode of mechanical education and establish a people-oriented view of development-oriented education in the 21st century. In order to meet the needs of the development of the times and the development of human beings, the new round of basic education curriculum reform in our country has put forward the teaching idea of "cooperative learning", which has attracted the attention of many countries all over the world as a new teaching idea. The high school ideological and political course itself is a theoretical and rational course, teachers simply use the inherent knowledge system to teach it is difficult to arouse students' interest in learning, but also difficult to achieve the three-dimensional teaching objectives. Therefore, in the high school ideological and political class, especially in the ideological and political classroom, the implementation of cooperative learning, encourage students to explore each other, learn from each other, can highlight the subjectivity of students, play a leading role of teachers; We can focus on training students' learning ability, innovative thinking ability, analysis and problem-solving ability, cooperation spirit, team concept. Based on the previous researches on cooperative learning theory and practice, this paper takes the application of cooperative learning in the ideological and political classroom of the second middle school of Changji Prefecture in Xinjiang as a case study. A questionnaire survey was conducted among 15 ideological and political teachers in our high school department and 184 students in four classes of 1), (6), (10), (15 on the implementation of cooperative learning in ideological and political classes, and the methods of literature analysis, interview and questionnaire were used synthetically. This paper analyzes the four research methods of combining theory with practice, summarizes the problems and causes in the implementation of cooperative learning in the ideological and political course of Senior one, and puts forward corresponding countermeasures. This paper includes five chapters: chapter one, introduction. This chapter mainly expounds the background and necessity of cooperative learning from the perspective of new curriculum reform, the necessity of implementing cooperative learning in the ideological and political course of Senior one, the theoretical and practical research on cooperative learning at home and abroad, and the research methods adopted in this thesis. The second chapter is an overview of cooperative learning. This chapter mainly elaborates the concept definition, the basic type, the basic idea and the theoretical basis of cooperative learning at home and abroad. Chapter three, the problems and solving strategies in the implementation of cooperative learning of ideological and political course in Senior one. This chapter is the core of this paper. Firstly, four representative questionnaires are selected from the teachers' questionnaire and the students' questionnaire, and then combined with the questionnaire and the author's observation in the actual teaching, from the students, This paper analyzes the problems and reasons in the implementation of cooperative learning in the ideological and political course of Senior one, and finally puts forward the corresponding solutions to the problems existing in the implementation of cooperative learning in the ideological and political course of Senior one. The fourth chapter, the high school ideological and political class cooperative learning teaching design cases. This chapter is mainly designed by the author in the teaching practice of two representative cooperative learning teaching cases. The fifth chapter, the experience of implementing cooperative learning. This chapter describes the author's experience in the application of cooperative learning during practice from four aspects: problem design, group construction, activity exploration, summary and evaluation. It has been proved by practice that the teaching concept of cooperative learning advocated by the new curriculum reform is a teaching and learning method adapted to the development of society and has practical value in promoting the development of the comprehensive ability of teachers and students. It is worth paying attention to by school leaders and teachers, and actively applied to the practical work of daily education and teaching.
【学位授予单位】:陕西师范大学
【学位级别】:硕士
【学位授予年份】:2016
【分类号】:G633.2
【相似文献】
相关期刊论文 前10条
1 徐一萍;让思想政治课焕发生命的绿色──浅谈初级思想政治课的几种教学方法[J];广西师范大学学报(哲学社会科学版);2000年S1期
2 唐荣生;思想政治课的归纳和演绎[J];基础教育研究;2000年02期
3 王志超;谈谈我的思想政治课创新教法[J];基础教育研究;2000年06期
4 徐彩霞;讲解思想政治课基本概念的六种方法[J];连云港教育学院学报;2000年03期
5 宋晓昆;思想政治课如何实施素质教育[J];内蒙古教育学院学报;2000年02期
6 刘林英;浅谈思想政治课兴趣的培养[J];濮阳教育学院学报;2000年04期
7 郑建英;谈中专思想政治课教学方法的改革[J];机械职业教育;2001年12期
8 王凤齐;关于思想政治课教学改革的几点思考[J];山东教育科研;2001年04期
9 邹玉梅;如何做好思想政治课的考后讲评[J];甘肃教育学院学报(社会科学版);2001年S1期
10 薛燕;初一思想政治课特点和教学对策[J];基础教育研究;2001年12期
相关会议论文 前10条
1 邓智华;;思想政治课怎样实施素质教育[A];萃英集——青海省教育委员会、青海省教育学会优秀教育论文集[C];2000年
2 韦秋勤;;思想政治课中转化学困生的对策研究[A];全国教育科研“十五”成果论文集(第二卷)[C];2005年
3 张淑森;;谈思想政治课中创新素质的培养[A];基础教育理论研究成果荟萃(上卷一)[C];2005年
4 芦净;;案例教学应用于高职思想政治课的实践[A];2009无锡职教教师论坛论文集[C];2009年
5 刘廷;;思想政治课如何有效地开展小组合作学习[A];江苏省教育学会2006年年会论文集(文科专辑)[C];2006年
6 张柏林;;桓仁一中思想政治课现状调查报告[A];全国教育科研“十五”成果论文集(第二卷)[C];2005年
7 周洪伟;;素质教育下思想政治课教师主导作用的再思考[A];中国当代教育理论文献——第四届中国教育家大会成果汇编(上)[C];2007年
8 赵玉颖;;用好“他山之石”[A];2007“校本培训”主题论坛论文集[C];2007年
9 徐琴;;思想政治课教学内容要生活化[A];2008无锡职教教师论坛论文集[C];2008年
10 李翠芹;;在思想政治课中培养创新素质[A];基础教育理论研究成果荟萃(上卷一)[C];2005年
相关重要报纸文章 前10条
1 泌阳县泌水镇中心学校 梅刚;小议思想政治课教学中的举例[N];驻马店日报;2007年
2 宋慧珍 和顺县职业中学;如何培养学生学习思想政治课的兴趣[N];科学导报;2009年
3 通辽市奈曼旗教师进修学校教师 梁健;思想政治课也能很生动[N];内蒙古日报(汉);2009年
4 江西省上高中学 章冬香;如何让学生“乐学”思想政治课[N];学知报;2011年
5 江苏省句容市二圣中学 江学文;信息化与思想政治课整合[N];中国电脑教育报;2006年
6 田豆豆;面对“80后”,思想政治课怎么上?[N];人民日报;2007年
7 宝塔区职教中心 吴启珍;浅析思想政治课是重要的素质教育课[N];延安日报;2007年
8 山东省汶上县汶上镇中学 杨浩;浅谈思想政治课的改革[N];学知报;2010年
9 卫辉市高级中学 甘良兰;思想政治课活动初探[N];新乡日报;2009年
10 曹洁;打造让学生真心喜欢、终身受益的思想政治课[N];中国社会报;2012年
相关硕士学位论文 前10条
1 张洪芝;思想政治课知识学习分析[D];华东师范大学;2011年
2 沙树辉;关于思想政治课实施创新教育的理性思考[D];辽宁师范大学;2002年
3 徐帆;优化思想政治课作业系统提高思想政治课教学实效[D];上海师范大学;2005年
4 陈凯;思想政治课在江苏经济发展中的独特价值及其实现[D];南京师范大学;2007年
5 王连芬;关于思想政治课课程改革的若干思考[D];东北师范大学;2002年
6 张一凡;高中生对思想政治课认同状况的研究[D];东北师范大学;2008年
7 李记勇;试论思想政治课课程资源的开发和利用[D];东北师范大学;2011年
8 肖孟佳;论思想政治课对学生创新力的培养[D];华中师范大学;2013年
9 谢志红;高中生思想政治课认可度调查研究[D];湖南师范大学;2013年
10 石砚;思想政治课合作学习探究[D];渤海大学;2015年
,本文编号:2127520
本文链接:https://www.wllwen.com/zhongdengjiaoyulunwen/2127520.html