学生主体课堂中初中生思想品德课学习动机研究
发布时间：2018-11-19 17:30
【摘要】：初中阶段是青少年学生思想道德素质养成的关键时期,也是其学做人的关键期。这时的他们迫切需要学校能够在其良好道德品质形成的过程中给予正确引导和有效帮助。思想品德课是学校对青少年进行德育的主要渠道,其首要任务是帮助学生提高道德素质,形成健康的心理品质。然而,这样一门不论对于国家、社会或者个人都有着重大意义的课程却在实际教学中处于尴尬的境地。由于传统教学观念地束缚以及应试教育制度地根深蒂固,虽然新课程改革极力倡导的学生主体课堂教学模式被大多学校所采用,但是思想品德课的教学效果仍未得到提高。总之,受种种不利因素的影响,导致学生思想品德课学习兴趣低下、学习动机缺失,思想品德课的功能和作用不能被有效的体现出来。因此,本论文以主体课堂作为研究视角,以学生学习动机为切入点,结合初中学生身体和心理发展的特点,对初中生思想品德课学习动机目前的状况进行梳理,并分析探索改善学习动机现状的策略。希望通过这些策略能激发学生的学习兴趣和学习热情,调动他们潜在的学习动机,使学生真正积极主动的参与到课堂教学中,成为教学活动的主体,课堂的主人。笔者主要从教育部大力推行的新课程改革以及学生主体课堂等方面入手,在绪论章节分析了本论文的研究背景、研究意义,总结阐述了有关学习动机的研究现状、论文所采用的研究方法以及论文的创新之处与不足之处。第二部分:通过阅读大量与本论文相关的文献资料,笔者首先对学生主体课堂以及思想品德课学习动机等核心的概念进行了界定。其次介绍了与本论文研究相关的理论,强化动机理论、需要层次理论、建构主义学习理论作为论文研究的理论依据。接下来笔者对学生主体课堂以及思想品德课学习动机这两者之间的关系进行了分析,总结出两者不可分割、相互依存、相互促进的联系。在本章节的最后,笔者总结了学生主体课堂中激发初中生思想品德课学习动机的意义,主要有以下几点:体现新课程改革标准的要求;符合初中生身心发展的特点;符合思想品德课学科性质的要求;提高思想品德课的教学效果;有利于主体课堂的构建。第三部分:通过对教学实习过程中收集到的资料进行归纳、总结,笔者对目前初中生思想品德课学习动机存在的问题进行了整理,并分析出现这些问题的原因。通过这些分析,帮助教师和学生对思想品德课学习现状有一个明确的认识,唤起他们对思想品德课的重视。第四部分:笔者针对学生思想品德课学习动机存在的问题,提出了改善的方法,主要包括以下几个方面:学生自身,教师方面,学校方面。希望通过这些策略,能有效改善目前主体课堂中思想品德课的教学状况。
[Abstract]:The junior middle school stage is the key period for teenagers to cultivate their ideological and moral quality, and also the key period for their learning to be a man. At this time, they urgently need the school to give correct guidance and effective help in the formation of its good moral character. Ideological and moral lesson is the main channel of moral education for teenagers, whose primary task is to help students improve their moral quality and form a healthy psychological quality. However, such a course, which is of great significance to the country, society and individuals, is in an awkward situation in practical teaching. Because of the bondage of the traditional teaching concept and the deep-rooted system of exam-oriented education, although the new curriculum reform strongly advocated the mode of student-subject classroom teaching, the teaching effect of ideological and moral lesson has not been improved. In a word, influenced by all kinds of unfavorable factors, students' interest in learning moral lesson is low, learning motivation is lacking, and the function and function of ideological and moral lesson can not be effectively reflected. Therefore, this thesis takes the main classroom as the research angle, takes the student's learning motivation as the breakthrough point, unifies the junior middle school student's physical and psychological development characteristic, carries on the comb to the junior high school student's thought moral lesson study motive present condition. It also analyzes the strategies to improve the present situation of learning motivation. It is hoped that these strategies can arouse the students' interest and enthusiasm in learning, arouse their latent learning motivation, and enable students to participate in classroom teaching actively and become the main body of teaching activities and masters of classroom. In the introduction chapter, the author analyzes the research background and significance of this paper, summarizes and expounds the current situation of the research on learning motivation, mainly from the aspects of the new curriculum reform and the students' main class which are vigorously implemented by the Ministry of Education, and analyzes the research background and significance of this paper in the introduction chapter. The research method adopted in this paper and the innovation and deficiency of the thesis. The second part: by reading a large number of literature related to this paper, the author defines the core concepts of the students' main class and the learning motivation of the ideological and moral class. Secondly, it introduces the theory related to the research of this paper, strengthens the motivation theory, needs the hierarchy theory, and takes the constructivism learning theory as the theoretical basis of the thesis research. Then the author analyzes the relationship between the students' main class and the learning motivation of ideological and moral lesson, and concludes that the two are inseparable, interdependent and mutually promoting. At the end of this chapter, the author summarizes the significance of motivating junior high school students' learning motivation in the main classroom, which includes the following points: to embody the requirements of the new curriculum reform standard, to meet the characteristics of junior high school students' physical and mental development; It meets the requirements of the subject nature of the ideological and moral course, improves the teaching effect of the ideological and moral course, and is beneficial to the construction of the subject class. The third part: through the summary of the data collected in the course of teaching practice, the author collates the problems existing in the learning motivation of the junior high school students' ideological and moral lesson, and analyzes the reasons for these problems. Through these analyses, teachers and students are helped to have a clear understanding of the present learning situation of ideological and moral lessons, and to arouse their attention to ideological and moral lessons. The fourth part: aiming at the problems existing in the motivation of students' moral education, the author puts forward the methods of improvement, including the following aspects: students themselves, teachers and schools. It is hoped that these strategies can effectively improve the teaching situation of ideological and moral lessons in the main class.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
本文编号：2342954
[Abstract]:The junior middle school stage is the key period for teenagers to cultivate their ideological and moral quality, and also the key period for their learning to be a man. At this time, they urgently need the school to give correct guidance and effective help in the formation of its good moral character. Ideological and moral lesson is the main channel of moral education for teenagers, whose primary task is to help students improve their moral quality and form a healthy psychological quality. However, such a course, which is of great significance to the country, society and individuals, is in an awkward situation in practical teaching. Because of the bondage of the traditional teaching concept and the deep-rooted system of exam-oriented education, although the new curriculum reform strongly advocated the mode of student-subject classroom teaching, the teaching effect of ideological and moral lesson has not been improved. In a word, influenced by all kinds of unfavorable factors, students' interest in learning moral lesson is low, learning motivation is lacking, and the function and function of ideological and moral lesson can not be effectively reflected. Therefore, this thesis takes the main classroom as the research angle, takes the student's learning motivation as the breakthrough point, unifies the junior middle school student's physical and psychological development characteristic, carries on the comb to the junior high school student's thought moral lesson study motive present condition. It also analyzes the strategies to improve the present situation of learning motivation. It is hoped that these strategies can arouse the students' interest and enthusiasm in learning, arouse their latent learning motivation, and enable students to participate in classroom teaching actively and become the main body of teaching activities and masters of classroom. In the introduction chapter, the author analyzes the research background and significance of this paper, summarizes and expounds the current situation of the research on learning motivation, mainly from the aspects of the new curriculum reform and the students' main class which are vigorously implemented by the Ministry of Education, and analyzes the research background and significance of this paper in the introduction chapter. The research method adopted in this paper and the innovation and deficiency of the thesis. The second part: by reading a large number of literature related to this paper, the author defines the core concepts of the students' main class and the learning motivation of the ideological and moral class. Secondly, it introduces the theory related to the research of this paper, strengthens the motivation theory, needs the hierarchy theory, and takes the constructivism learning theory as the theoretical basis of the thesis research. Then the author analyzes the relationship between the students' main class and the learning motivation of ideological and moral lesson, and concludes that the two are inseparable, interdependent and mutually promoting. At the end of this chapter, the author summarizes the significance of motivating junior high school students' learning motivation in the main classroom, which includes the following points: to embody the requirements of the new curriculum reform standard, to meet the characteristics of junior high school students' physical and mental development; It meets the requirements of the subject nature of the ideological and moral course, improves the teaching effect of the ideological and moral course, and is beneficial to the construction of the subject class. The third part: through the summary of the data collected in the course of teaching practice, the author collates the problems existing in the learning motivation of the junior high school students' ideological and moral lesson, and analyzes the reasons for these problems. Through these analyses, teachers and students are helped to have a clear understanding of the present learning situation of ideological and moral lessons, and to arouse their attention to ideological and moral lessons. The fourth part: aiming at the problems existing in the motivation of students' moral education, the author puts forward the methods of improvement, including the following aspects: students themselves, teachers and schools. It is hoped that these strategies can effectively improve the teaching situation of ideological and moral lessons in the main class.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
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