初中思想品德课道德实践型作业设计研究

发布时间：2018-07-20 09:30

【摘要】：随着新课程改革不断深入,关于课堂教学目标、内容、方法、评价的论著大量涌现。但是,作为课堂教学有效组成部分的作业却备受忽视。即使有关于初中阶段学科作业设计的研究也只是集中于“语、数、外”等主科,而对于往往被学生、老师、家长认为是“副科”的思想品德课作业设计的研究却是少之又少的。思想品德课作业是思想品德课教学过程中必不可少的重要一环,是巩固、运用思想品德课知识、提高能力、培养情感、态度、价值观的有效平台,是反馈思想品教学效果的手段。同时,初中思想品德课是一门德育课程,其本质属性是实践性,并且包括道德、心理健康、法律、国情等相关内容,其中一项重要的教学任务就是要对学生开展道德教育,掌握道德知识,体验道德情感,通过道德践行促进学生良好道德品质的形成和发展。而道德教育不能仅仅通过思想品德课教师的“言教”,更需要教师将道德知识与实践相结合,设计关于道德内容的实践型作业。设计初中思想品德课道德实践型作业践行了“立德树人”的教育根本任务,顺应了思想品德课更名为“道德与法治”的课程趋势,突出了道德教育的地位,有利于改变应试教育指挥棒下的传统作业弊端,改变作业目的偏差,作业设计观念落后,作业内容枯燥,作业形式单调,作业评价单一的现状;有利于培养学生道德行为,提高教学实效;有利于教师提高教学能力,最终推动思想品德课不断与素质教育相结合。因而本文对初中思想品德课道德实践型作业设计进行研究,依据笔者的教学实习经历提出一些看法和观点。在本文的写作过程中主要采用文献研究法、案例分析法、访谈法等研究方法,来探究初中思想品德课道德实践型作业设计的相关内容。笔者首先查阅相关文献,搜集资料,阅读思想政治学科作业设计和其他学科作业设计的文献,通过对这些文献的分析与思考,形成自己的论文思路;其次,根据笔者与学生以及一线教师的访谈,补充完善自己的论文思路,最终将本文定为以下四部分:第一部分对初中思想品德课道德实践型作业设计相关概念进行概述,厘定概念为本文的研究奠定基础。然后分析其所具有的特点,将此与一般的作业进行区分。主要分析初中思想品德课道德实践型作业的德育性、实践性、生成性以及生活化。从而对初中思想品德课道德实践型作业有一定的理论了解。第二部分对初中思想品德课道德实践型作业设计的意义进行阐释,包括有利于克服传统作业的弊端,改变应试教育影响下作业设计观念落后,以巩固知识,获取高分为目的,作业内容枯燥,仅以课堂所学的、乏味的道德知识为主,作业形式单调,以传统口头和书面作业为主,背诵、抄写知识,做练习册,作业评价单一,仅仅是老师在作业本上批“阅”等作业现状;有利于提高学生的学习力,培养学生的道德行为,调动学生学习兴趣、完善学习方法、提高学习能力、增强学习毅力,促使学生由“德知”向“德行”转化;有利于提高思想品德课教师教育教学能力,开发优秀的道德实践型作业;有利于促进家庭教育、学校教育和社会教育的有效结合。从而为本论文的研究奠定重要性。第三部分主要探析初中思想品德课道德实践型作业设计路径。第一,把握设计原则,提高作业实效;第二,协调多方主体,促进良性互动,主要从教育行政部门、学生、教师等角度分析;第三,确定作业目标,精选作业内容;第四,明确作业要求,丰富作业形式;第五,注重作业反馈,完善作业评价。从而为初中思想品德课道德实践型作业设计提供建议。第四部分结合笔者的实习经历对初中思想品德课道德实践型作业设计进行反思,主要包括注重安全可行、避免形式化、防止小组合作中部分成员边缘化等,并力图将此作为借鉴,不断优化初中思想品德课道德实践型作业设计。初中思想品德课作业是教学中的一环,而初中思想品德课道德实践型作业更是落实思想品德课德育任务,促进学生品德发展的重要途径。所以思想品德课教师在新课程理念的指导下应对道德实践型作业进行开发与设计,以帮助学生感悟道德,形成良好的道德行为,健康成长。
[Abstract]:With the deepening of the new curriculum reform, there have been a large number of books on teaching objectives, contents, methods and evaluation. However, the work which is an effective component of classroom teaching has been neglected. Even if the research on the design of junior high school subjects is focused on the subjects such as "language, number, outside", and so on, it is often used by students and teachers. The parents think that the study of the ideological and moral lesson design of the "auxiliary subject" is less and less. The ideological and moral lesson work is an essential part of the course of Ideological and moral course. It is an effective platform for consolidating, using the knowledge of moral and moral courses, improving the ability and cultivating the emotion, attitude and values. It is the effect of teaching feedback on the teaching effect. At the same time, the ideological and moral course in junior high school is a moral education course, its essential attribute is practical, and includes moral, mental health, law, national conditions and other related contents. One of the important teaching tasks is to carry out moral education to students, master moral knowledge, experience moral emotion, and promote the good morality of students through moral practice. The moral education should not only pass through the "language teaching" of the ideological and moral class teachers, but also need teachers to combine moral knowledge with practice and design practical work on moral content. The change of moral class as the course trend of "morality and the rule of law" has highlighted the status of moral education, which is conducive to changing the shortcomings of the traditional homework under the baton of the exam oriented education, changing the deviations of the work purpose, the backward working design concept, the monotonous work content, the monotonous work form and the single job evaluation, and helping to cultivate the moral behavior of the students. Improve teaching effectiveness, improve teachers' teaching ability, and ultimately promote the combination of Ideological and moral lessons and quality education. Therefore, this paper studies the practical work design of moral practice in junior high school, and puts forward some views and views on the basis of the author's teaching experience. Method, case analysis method, interview method and other research methods to explore the relevant contents of moral practical work design in Ideological and moral course in junior high school. First, the author consults relevant literature, collects information, reads the literature of the design of Ideological and political subject and other subjects' work design, and forms his own thesis thinking through the analysis and thinking of these documents. Secondly, according to the interview between the author and the students and the teachers of the first line, this article will be set up as the following four parts. In the first part, the first part summarizes the concepts of moral practical work design in the ideological and moral course of junior middle school and lays the foundation for the study of this paper. Then, the characteristics of this paper will be analyzed. This is the main analysis of the moral, practical, generative and life oriented practice of moral and moral practice in junior middle school. The second part explains the significance of the practical work design of moral moral course in junior middle school. Including the disadvantages of overcoming the traditional homework, changing the idea of job design under the influence of the exam oriented education, in order to consolidate the knowledge, get high scores, be boring, only in class, tedious moral knowledge, monotonous work form, traditional oral and written homework, reciting, copying knowledge, doing exercise books and homework. A single evaluation is only the present situation of "reading" and so on. It is beneficial to improve the learning ability of the students, cultivate the moral behavior of the students, arouse the students' interest in learning, improve the learning methods, improve the learning ability, enhance the perseverance of study, and promote the transformation of the students from "Virtue" to "Virtue"; and help improve the ideological and moral teaching. Teacher education teaching ability, development of excellent moral practice type work, conducive to the promotion of family education, the effective combination of school education and social education. Thus it is important for the study of this paper. The third part is mainly to explore the road of moral practice design of moral education in junior middle school. First, grasp the design principles, improve the effectiveness of the work; Second, coordinate the multi-party main body, promote the benign interaction, mainly from the education administrative department, the student, the teacher and so on analysis; third, determine the job target, select the homework content; fourth, clear the job request, enrich the work form; fifth, pay attention to the job feedback, perfect the work evaluation. For suggestions. The fourth part, combined with my internship experience, rethinks the moral practice type work design of Ideological and moral courses in junior middle school, mainly including paying attention to safety and feasibility, avoiding formalization, preventing the marginalization of some members in the group cooperation and so on, and drawing on this as a reference, and constantly optimizing the moral practice type work design of the ideological and moral course of junior high school. The ideological and moral lesson work is a part of the teaching, and the moral practice of the ideological and moral course in junior middle school is an important way to carry out the moral task of Ideological and moral course and promote the development of students' moral character. Morality, good moral behavior, healthy growth.
【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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