讨论式教学在思想品德课中的应用研究
发布时间：2019-03-17 14:32
【摘要】：中学阶段是人生最重要的阶段之一,是人生观、价值观、世界观形成的重要时期。中学生正处于成长的关键时期,不仅仅要学习文化知识,培养学习能力,更要塑造良好的道德情操,使其成为一个道德高尚的人。因此,如何提高思想品德课的有效性成为了当前中学教育的重要问题。由于中学生以及思想品德课的特殊性,选择何种教学方式来实施思想品德课成为了思想品德课过程中一个必须考虑的问题。通过对比分析发现,讨论式教学其所倡导的教学模式,对思想品德课具有良好的效果,所以本次研究以讨论式教学为切入点对思想品德课进行了研究。本次研究共分为三个部分:第一大部分是对讨论式教学相关理论问题的概述。在这一部分中主要分为了三个小部分,首先对讨论式教学的相关概念做出了界定。在此基础上,对讨论式教学的三个理论渊源:建构主义学习理论、主体教育理论、人本主义教育理论进行了阐释,为本次研究提供理论上的基础。最后,从三个方面分析了当前思想品德运用讨论式教学的必要性。第二大部分是问题和原因部分。通过深入思考,从四个方面总结了讨论式教学在当前思想品德教学中存在的问题,即师生参与讨论的积极性不高、讨论的问题设置不合理、课堂讨论形式设计不科学、过程缺乏正确的引导与规范。导致这些问题出现的原因是多方面的,具体而言,主要是教师教学理念滞后、教师对讨论式教学的认识不足、教师与学生课前准备不够充分、讨论过程中教师的引导存在偏差四个方面的原因。第三大部分对策部分。这一部分分为三个小部分。首先,从四个方面探讨了讨论式教学在思想品德课应用中需要遵循的原则,即讨论式教学在思想品德课应用中必须遵循学生主体原则、民主性原则、时代性原则和平等原则。其次,介绍了讨论式教学的具体步骤。再次,根据当前思想品德课中讨论式教学存在的问题,并结合讨论式教学的步骤,从教学理念,对讨论式教学的认识,讨论准备工作以及教师在课堂讨论中的引导作用发挥等四个方面提出了相应的解决对策。
[Abstract]:The middle school stage is one of the most important stages of life, it is the important period of the formation of outlook on life, values and world outlook. Middle school students are in a critical period of growth, not only to learn cultural knowledge, cultivate learning ability, but also to shape a good moral sentiment, so that it becomes a moral person. Therefore, how to improve the effectiveness of moral education has become an important issue in middle school education. Because of the particularity of middle school students and moral course, which teaching method should be chosen to carry out the moral course has become a question which must be considered in the course of ideological and moral class. Through the comparative analysis, it is found that the teaching mode advocated by discussion teaching has a good effect on the ideological and moral lesson, so this research takes the discussion teaching as the starting point to study the ideological morality course. This study is divided into three parts: the first part is a summary of the theoretical issues related to discussion teaching. In this part, it is divided into three small parts, first of all, the concept of discussion-based teaching is defined. On this basis, the author explains three theoretical sources of discussion teaching: constructivism learning theory, subject education theory and humanistic education theory, which provides a theoretical basis for this study. Finally, this paper analyzes the necessity of discussion teaching in the application of ideological and moral character from three aspects. The second part is the problem and the reason part. Through in-depth thinking, this paper sums up the problems existing in the current ideological and moral teaching from four aspects: the enthusiasm of teachers and students to participate in discussion is not high, the setting of problems discussed is unreasonable, and the design of classroom discussion form is not scientific. The process lacks proper guidance and norms. The reasons for these problems are various. Specifically speaking, the main reasons are that teachers' teaching ideas lag behind, teachers' understanding of discussion-based teaching is insufficient, and teachers and students are not fully prepared before class. There are four reasons for the deviation of teachers' guidance in the course of discussion. The third part is the countermeasure part. This part is divided into three small parts. First of all, from four aspects, this paper discusses the principles that should be followed in the application of discussion-style teaching in ideological moral class, that is, the principle of student-subject, the principle of democracy, the principle of the times and the principle of equality in the application of discussion-style teaching in the course of ideological morality. Secondly, it introduces the concrete steps of discussion teaching. Thirdly, according to the problems existing in the discussion teaching in the current ideological and moral class, and combined with the steps of the discussion teaching, from the teaching concept, the understanding of the discussion type teaching, The corresponding countermeasures are put forward in four aspects: the preparation for discussion and the guidance of teachers in the classroom discussion.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
本文编号：2442391
[Abstract]:The middle school stage is one of the most important stages of life, it is the important period of the formation of outlook on life, values and world outlook. Middle school students are in a critical period of growth, not only to learn cultural knowledge, cultivate learning ability, but also to shape a good moral sentiment, so that it becomes a moral person. Therefore, how to improve the effectiveness of moral education has become an important issue in middle school education. Because of the particularity of middle school students and moral course, which teaching method should be chosen to carry out the moral course has become a question which must be considered in the course of ideological and moral class. Through the comparative analysis, it is found that the teaching mode advocated by discussion teaching has a good effect on the ideological and moral lesson, so this research takes the discussion teaching as the starting point to study the ideological morality course. This study is divided into three parts: the first part is a summary of the theoretical issues related to discussion teaching. In this part, it is divided into three small parts, first of all, the concept of discussion-based teaching is defined. On this basis, the author explains three theoretical sources of discussion teaching: constructivism learning theory, subject education theory and humanistic education theory, which provides a theoretical basis for this study. Finally, this paper analyzes the necessity of discussion teaching in the application of ideological and moral character from three aspects. The second part is the problem and the reason part. Through in-depth thinking, this paper sums up the problems existing in the current ideological and moral teaching from four aspects: the enthusiasm of teachers and students to participate in discussion is not high, the setting of problems discussed is unreasonable, and the design of classroom discussion form is not scientific. The process lacks proper guidance and norms. The reasons for these problems are various. Specifically speaking, the main reasons are that teachers' teaching ideas lag behind, teachers' understanding of discussion-based teaching is insufficient, and teachers and students are not fully prepared before class. There are four reasons for the deviation of teachers' guidance in the course of discussion. The third part is the countermeasure part. This part is divided into three small parts. First of all, from four aspects, this paper discusses the principles that should be followed in the application of discussion-style teaching in ideological moral class, that is, the principle of student-subject, the principle of democracy, the principle of the times and the principle of equality in the application of discussion-style teaching in the course of ideological morality. Secondly, it introduces the concrete steps of discussion teaching. Thirdly, according to the problems existing in the discussion teaching in the current ideological and moral class, and combined with the steps of the discussion teaching, from the teaching concept, the understanding of the discussion type teaching, The corresponding countermeasures are put forward in four aspects: the preparation for discussion and the guidance of teachers in the classroom discussion.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
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