案例教学法在初中思想品德课中的运用探析

发布时间：2018-07-28 10:35

【摘要】：以往的思想品德课教师对知识的掌握和背诵太过于重视和强调,而对学生知识的探索能力和发现能力极少注重。大多数思想品德课教师以教为中心,使课堂上“双边活动”变成“单边活动”。而这种以教为基础,先教后学的方式,使学生紧跟随教师的脚步、思路,严重挫伤了学生学习的积极性,不利于学生自己动手动脑能力的锻炼。学生的学习仅仅只是死记硬背书本上的理论概念,学习变得枯燥乏味,有的学生甚至沦为考试的工具。从这些弊端可以看出,传统思想品德课的课堂存在着有效性缺失、创造性缺失、主体性缺失、情感性缺失等问题。因此,我们要改变这种以教师为中心的传统的说教式的授课形式,积极探索新的教学形式来改变这一弊端。新的教育理念要求教师在教学过程中应该达到三个目标维度:知识与技能、过程与方法以及情感、态度与价值观。这也是对全面发展的教育目的的价值诉求。为了响应新课改,我们必须寻求新的课堂教学方法,而案例教学法冲破传统课堂教学模式的弊端,是笔者研究钻研的首选。笔者对初中思想品德课案例教学法的实施状况进行了分析研究,发现了案例教学法在初中思想品德课这一学科的实际运用中存在一些问题,笔者在对问题进行分析的基础上,进一步提出了解决问题的对策和建议。全文共分为六个部分:第一部分是绪论。绪论包括两小节,分别是研究的目的及意义、国内外研究现状。第二部分是第一章案例教学概述。本章包括两小节,第一节阐释了案例教学法的内涵,第二节是对初中思想品德课案例教学法的内涵的概述。第三部分是第二章初中思想品德课案例教学法存在问题分析。第一节阐述了思想品德课案例教学法运用中存在的主要问题,第二节进一步对案例教学法问题产生的原因进行分析。第四部分是第三章初中思想品德课案例教学法的对策研究。这一部分是在对第三部分问题分析的基础上,有针对性的提出了几点对策和建议。本章共分为四小节,第一节和第二节分别从教师的认知和教师的技能方面对提出的一些建议;第三节从学生方面出发,对学生提出的建议;第四节从案例教学法本身出法,对思想品德课案例教学法提出了一些对策。第五部分是第四章初中思想品德课案例教学法的操作程序。第一节是案例教学操作的一般程序;第二节笔者列举了初中思想品德课堂案例教学的具体实例。第六部分是结束语。
[Abstract]:In the past, teachers attached too much importance to the mastery and recitation of knowledge, but paid little attention to the students' ability to explore and discover knowledge. Most ideological and moral teachers take teaching as the center, which makes bilateral activities become unilateral activities. This way, which is based on teaching and learning first, causes students to follow the teacher's footsteps and train of thought, which seriously dampens students' enthusiasm for learning, and is not conducive to the exercise of students' ability to use their brains by themselves. Students learn only by rote memorizing the theoretical concepts of books, learning becomes boring, some students even become the tool of examination. From these disadvantages, we can see that there are some problems in the traditional ideological and moral class, such as lack of validity, lack of creativity, lack of subjectivity, lack of emotion and so on. Therefore, we should change the traditional teaching form of teacher-centered and actively explore the new teaching form to change this malpractice. The new educational concept requires teachers to achieve three dimensions in the process of teaching: knowledge and skill, process and method, emotion, attitude and values. This is also the value of the comprehensive development of the purpose of education. In order to respond to the new curriculum reform, we must seek new classroom teaching methods, and the case teaching method breaks through the shortcomings of the traditional classroom teaching model, which is the first choice for the author to study and study. The author analyzes and studies the implementation of the case teaching method in the ideological and moral course of junior high school, and finds out that there are some problems in the practical application of the case teaching method in the subject of ideological and moral education in junior high school. On the basis of the analysis of the problem, the author analyzes the situation of the case teaching method in junior high school. Further, the countermeasures and suggestions for solving the problem are put forward. The paper is divided into six parts: the first part is the introduction. The introduction includes two sections, which are the purpose and significance of the research, and the current research situation at home and abroad. The second part is the first chapter case teaching overview. This chapter includes two sections. The first section explains the connotation of the case teaching method, the second section is the summary of the connotation of the case teaching method. The third part is the second chapter of junior high school moral education case teaching problems. The first section expounds the main problems existing in the application of the case teaching method in the ideological and moral course, and the second section further analyzes the causes of the case teaching method. The fourth part is the third chapter of junior high school ideological and moral lesson case-based approach to the study. Based on the analysis of the third part, this part puts forward some countermeasures and suggestions. This chapter is divided into four sections, the first section and the second section respectively from the teachers' cognition and teachers' skills to put forward some suggestions; the third section from the perspective of students, the fourth section from the case teaching method itself, This paper puts forward some countermeasures to the case teaching method of ideological and moral lesson. The fifth part is the operation procedure of the case-teaching method of moral lesson in junior middle school. The first section is the general procedure of case teaching, the second section enumerates the concrete examples of the case teaching in middle school ideological and moral class. The sixth part is the conclusion.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

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