新课改视角下高一思想政治课合作学习探究

发布时间：2018-07-16 20:01

【摘要】：“百年大计,教育为本”,教育是实现我国社会主义现代化建设事业的根本所在。因此,为实现我国社会主义现代化建设事业,必须改变传统的机械式教育模式,树立以人为本的发展式教育观。21世纪,我国新一轮基础教育课程改革为适应时代发展和人的发展需要,提出了“合作学习”这一教学理念,它作为一种新的教学理念已经引起世界各国的广泛关注。而高中思想政治课本身是一门理论性和说理性较强的课,教师单纯地运用固有的知识体系讲课很难引起学生的学习兴趣,也难以实现三维教学目标。因此,在高中思想政治课特别是高一思想政治课堂上,实施合作学习,鼓励学生之间相互探讨、互相学习,可以凸显学生的主体性,发挥教师的主导作用；可以着重培养学生的学习能力、创新思维能力、分析和解决问题的能力、协作精神、团队观念。本文在借鉴前人对合作学习相关理论和实践研究的基础上,以合作学习在新疆昌吉州第二中学高一年级思想政治课堂中的应用为案例,对本校高中部的15位思想政治教师和高一(1)、(6)、(10)、(15)四个班的184位学生进行了关于思想政治课实施合作学习情况的问卷调查,并且综合运用文献分析法、访谈法、问卷调查法、理论与实践相结合法这四种研究方法,分析、总结出高一思想政治课合作学习实施中存在的问题及原因,并针对性的提出了相应的解决对策。本文共包括五章内容：第一章,绪论。本章主要阐述了新课改视角下合作学习提出的背景及必要性,高一思想政治课实施合作学习的必要性,国内外关于合作学习的理论和实践研究,以及本论题采取的研究方法。第二章,合作学习概述。本章主要阐述了国内外关于合作学习的概念界定,合作学习的基本类型、基本理念及理论基础。第三章,高一思想政治课合作学习实施中存在的问题及解决策略。本章是本文的核心,首先从教师问卷和学生问卷中各选取了四个具有代表性的问卷情况进行分析,然后结合调查问卷和笔者在实际教学中的观察,从学生、教师等方面分析了高一思想政治课合作学习实施中存在的问题及原因,最后针对高一思想政治课合作学习实施中存在的问题,提出了相应的解决对策。第四章,高一思想政治课合作学习教学设计案例。本章主要是笔者在教学实践中设计的两个具有代表性的合作学习教学案例。第五章,实施合作学习时的心得体会。本章从问题设计、小组构建、活动探究、总结评价四个方面讲述了笔者在实习期间应用合作学习时的心得体会。实践证明,新课改所倡导的合作学习这一教学理念是一种适应社会发展的教学和学习方式,对促进教师和学生综合能力的发展具有实际价值,值得各个学校领导和各科教师重视起来,并且积极应用于日常的教育教学实际工作中。
[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

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