“三疑三探”教学模式在高中思想政治课中的运用研究
发布时间：2018-11-03 19:05
【摘要】：随着时代的发展和科学技术的迅速提升,社会对人才数量的要求在下降,转而对人才的质量提出了更高的要求,培养创新人才的理念需不断深入与发展。其中,提升学生的综合素质成为了当前教育所关注的重要内容。新的课程改革对高中思想政治课提出了新的要求,提倡培养学生的“自主、合作和探究”能力。“三疑三探”教学模式就是适应当前高中思想政治课教学改革潮流的一种教学模式。“三疑三探”教学模式是指在一定的教学思想或教育理论指导下建立起来的较为稳定和成熟的教学活动程序和方法。它分为设疑自探、解疑合探、质疑再探三个循序渐进、环环相扣的教学环节。体现出注重问题导向、注重小组的建设与合作、注重课堂过程的生成性、注重学生的自主学习和评价的特点。这种教学模式,既体现了新课改的精神,同时也有利于提升学生的知识、能力,以及培养学生正确良好的情感、态度和价值观等,在一定程度上丰富和发展了思想政治课教学模式,对学生的全面发展、教师的专业发展、教学过程的优化以及高中思想政治课程的改革具有重要意义。作为新发展研究的教学模式,它的产生有其教育学、心理学和哲学依据。杜威的教育思想、建构主义理论、人本主义理论以及“最近发展区”理论等,是该模式产生的教育学依据;问题思维和创新思维,是“三疑三探”教学模式产生的心理学依据;马克思主义哲学中的反映论、发展观和矛盾观,是“三疑三探”教学模式产生的哲学依据。通过笔者的实际调查研究发现,“三疑三探”教学模式在运用过程中面临着限制其发展的瓶颈,比如:问题设置不合理、师生角色冲突、时间设置不恰当、教学评价滞后等问题。因此,要更好地实施“三疑三探”教学模式,应当通过精心设置问题、正确处理好师生角色、合理安排时间、创新教学评价等途径来得到改进与完善。
[Abstract]:With the development of the times and the rapid improvement of science and technology, the demand for the quantity of talents is decreasing, and the quality of talents is required to be higher. The idea of cultivating innovative talents needs to be deepened and developed constantly. Among them, improving students' comprehensive quality has become an important content of current education. The new curriculum reform puts forward new requirements for the ideological and political course of senior high school, and advocates the cultivation of students' ability of "autonomy, cooperation and inquiry". The teaching mode of "three doubts and three explorations" is a kind of teaching mode which adapts to the current trend of high school ideological and political teaching reform. The teaching mode of "three doubts and three explorations" refers to a relatively stable and mature procedure and method of teaching activities established under the guidance of certain teaching thoughts or educational theories. It is divided into three teaching links, namely, setting up self-inquiry, solving doubt and probing, questioning and further exploring step by step and intertwined with each other. It shows that it pays attention to problem orientation, group construction and cooperation, the generative nature of classroom process, and the characteristics of students' independent learning and evaluation. This teaching mode not only embodies the spirit of the new curriculum reform, but also helps to enhance students' knowledge and ability, as well as to cultivate students' correct and good feelings, attitudes and values. To a certain extent, it enriches and develops the teaching mode of ideological and political course, which is of great significance to the all-round development of students, the professional development of teachers, the optimization of teaching process and the reform of ideological and political curriculum in senior high school. As the teaching mode of new development research, it has its pedagogy, psychology and philosophy basis. Dewey's educational thought, constructivism theory, humanism theory and the theory of "proximate development zone" are the pedagogical basis of this model, and the problem thinking and innovative thinking are the psychological basis of the "three doubts and three explorations" teaching mode. The theory of reflection, the view of development and the view of contradiction in Marxist philosophy are the philosophical basis for the teaching mode of "three doubts and three explorations". Through the author's actual investigation and study, it is found that the teaching mode of "three doubts and three explorations" is facing the bottleneck of restricting its development in the course of application, such as unreasonable problem setting, conflict between teachers and students' role, inappropriate time setting, etc. Teaching evaluation lags behind. Therefore, in order to better carry out the teaching mode of "three doubts and three explorations", we should improve and perfect the teaching mode by carefully setting up problems, correctly handling the roles of teachers and students, arranging the time reasonably, innovating teaching evaluation, and so on.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
本文编号：2308695
[Abstract]:With the development of the times and the rapid improvement of science and technology, the demand for the quantity of talents is decreasing, and the quality of talents is required to be higher. The idea of cultivating innovative talents needs to be deepened and developed constantly. Among them, improving students' comprehensive quality has become an important content of current education. The new curriculum reform puts forward new requirements for the ideological and political course of senior high school, and advocates the cultivation of students' ability of "autonomy, cooperation and inquiry". The teaching mode of "three doubts and three explorations" is a kind of teaching mode which adapts to the current trend of high school ideological and political teaching reform. The teaching mode of "three doubts and three explorations" refers to a relatively stable and mature procedure and method of teaching activities established under the guidance of certain teaching thoughts or educational theories. It is divided into three teaching links, namely, setting up self-inquiry, solving doubt and probing, questioning and further exploring step by step and intertwined with each other. It shows that it pays attention to problem orientation, group construction and cooperation, the generative nature of classroom process, and the characteristics of students' independent learning and evaluation. This teaching mode not only embodies the spirit of the new curriculum reform, but also helps to enhance students' knowledge and ability, as well as to cultivate students' correct and good feelings, attitudes and values. To a certain extent, it enriches and develops the teaching mode of ideological and political course, which is of great significance to the all-round development of students, the professional development of teachers, the optimization of teaching process and the reform of ideological and political curriculum in senior high school. As the teaching mode of new development research, it has its pedagogy, psychology and philosophy basis. Dewey's educational thought, constructivism theory, humanism theory and the theory of "proximate development zone" are the pedagogical basis of this model, and the problem thinking and innovative thinking are the psychological basis of the "three doubts and three explorations" teaching mode. The theory of reflection, the view of development and the view of contradiction in Marxist philosophy are the philosophical basis for the teaching mode of "three doubts and three explorations". Through the author's actual investigation and study, it is found that the teaching mode of "three doubts and three explorations" is facing the bottleneck of restricting its development in the course of application, such as unreasonable problem setting, conflict between teachers and students' role, inappropriate time setting, etc. Teaching evaluation lags behind. Therefore, in order to better carry out the teaching mode of "three doubts and three explorations", we should improve and perfect the teaching mode by carefully setting up problems, correctly handling the roles of teachers and students, arranging the time reasonably, innovating teaching evaluation, and so on.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
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