《思想品德》教科书中的活动设计分析及其对教学的启示
发布时间：2019-04-20 16:24
【摘要】：2004年,我国教育部门颁布了《全日制义务教育思想品德课程标准(实验稿)》,由此,初中“思想政治课”的名称也更改为“思想品德课”。各个不同版本的《思想品德》教科书纷纷以活动为载体、以问题为主线整合学习内容,展开学习过程,“活动设计”成了新课程、新教科书的一大亮点。本研究以江苏人民出版社出版的《思想品德》九年级教科书为例,重点从数量、特征、功能、类型以及形成的问题等层面对这本教科书中活动的设计展开了研究,并探寻了初中思想品德教科书活动设计分析对思想品德课程教学的启示。本研究主要从三个方面展开：第一,对活动设计的内在含义作出科学界定,阐述了初中思想品德教科书中活动设计的依据(理论依据和现实依据),明确本研究中的“思想品德教科书活动设计”是指教科书中每课设计的活动板块,包括“交流”、“探究”、“讨论”、“感悟”等活动栏目板块以及每课之后的“课外实践活动”栏目。第二,对《思想品德》从数量、特征、功能、类型以及形成的问题等层面对思品教科书中的活动设计进行了分析。苏人版《思想品德》九年级教科书中的活动数量较多,类型多样,包括交流”、“探究”、“讨论”、“感悟”等课内学习活动和每课结束的课外实践活动；这些活动设计功能丰富,可以化陌生为熟悉,化单调为有趣化繁琐为简明,化困难为容易,化机械为意义。从活动设计的特点来看,这些活动设计理念新颖,体现了思想品德课程的独特价值,搭建了以学习过程为主导的平台,促进了思品课程学习方法的转换,继而达成课程学习与学生发展的内在统一。当然,在研究中,我们也发现教科书中的一些活动设计存在局限性,录入活动方式不够灵活多样,活动内容有待调整丰富,一些活动的设计可执行性很弱。第三,联系对思品教科书内活动设计各方面的分析,提出教科书中的活动设计分析对思想品德课程教学的四大启示：一是坚持以人为本,重视活动价值；二是关注生活德育,改进教学方式；三是结合教情学情,二次设计活动；四是完善评价机制,反拨活动实施。这部分的启示既发扬了《思想品德》教科书中活动设计的长处,也试图克服其中存在的一些局限,以使《思想品德》教科书中的活动设计更好地为初中思想品德课程教学、为青少年学生的成长发展服务。
[Abstract]:In 2004, the education department of our country promulgated the standard of ideological and moral course of full-time compulsory education (experimental draft), thus, the name of "ideological and political course" in junior middle school was changed to "moral course of thought". Different versions of "ideological and moral character" textbooks take activities as the carrier and problems as the main line to integrate the learning content and carry out the learning process. "activity design" has become a bright spot of the new curriculum and the new textbook. Taking the ninth grade textbook of ideological and moral character published by Jiangsu people's Publishing House as an example, this study focuses on the design of activities in this textbook from the aspects of quantity, characteristics, functions, types and problems of formation. And explore the ideological and moral textbook activity design analysis of the ideological and moral curriculum teaching inspiration. This study is mainly carried out from three aspects: first, the internal meaning of activity design is defined scientifically, and the basis of activity design (theoretical basis and practical basis) in junior middle school ideological and moral textbooks is expounded. It is clear that the "activity design of ideological and moral textbooks" in this study refers to the activity area of each lesson design in the textbook, including "communication", "inquiry" and "discussion". "experience" and other activities section and after each lesson "extracurricular activities" column. Secondly, this paper analyzes the activity design in the ideological textbook from the aspects of quantity, characteristics, functions, types and problems. There are many kinds of activities in the ninth grade textbooks, including communication, inquiry, discussion and experience, and the extracurricular practice activities at the end of each class, and there are many kinds of activities in the nine-year textbooks of the Soviet people's edition, such as communication, inquiry, discussion, feeling and so on. These activities design functions are rich, can be changed from unfamiliar to familiar, from monotony to fun into simplicity, from difficulty to easy, to the meaning of chemical machinery. Judging from the characteristics of activity design, these activities design ideas are novel, reflect the unique value of ideological and moral curriculum, build a platform dominated by the learning process, and promote the transformation of learning methods of thought curriculum. Then to achieve the internal unity of curriculum learning and student development. Of course, in the study, we also found that there are limitations in the design of some activities in textbooks, the way of input activities is not flexible enough, the contents of activities need to be adjusted to be rich, and the design performance of some activities is very weak. Third, connecting with the analysis of all aspects of the activity design in the thought textbook, this paper puts forward the four enlightenments of the activity design analysis in the textbook to the teaching of the ideological and moral curriculum: first, adhere to the people-oriented, attach importance to the value of the activity; The second is to pay attention to the moral education of life and improve the teaching method, the third is to combine the situation of teaching and learning, the second design activities, the fourth is to improve the evaluation mechanism, the implementation of counter-dial activities. This part of enlightenment not only develops the strengths of activity design in the textbook "ideological and moral character", but also tries to overcome some of its limitations, so as to make the activity design in the textbook of "ideological and moral character" better for the teaching of ideological and moral course in junior high school. To serve the growth and development of young students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2
本文编号：2461765
[Abstract]:In 2004, the education department of our country promulgated the standard of ideological and moral course of full-time compulsory education (experimental draft), thus, the name of "ideological and political course" in junior middle school was changed to "moral course of thought". Different versions of "ideological and moral character" textbooks take activities as the carrier and problems as the main line to integrate the learning content and carry out the learning process. "activity design" has become a bright spot of the new curriculum and the new textbook. Taking the ninth grade textbook of ideological and moral character published by Jiangsu people's Publishing House as an example, this study focuses on the design of activities in this textbook from the aspects of quantity, characteristics, functions, types and problems of formation. And explore the ideological and moral textbook activity design analysis of the ideological and moral curriculum teaching inspiration. This study is mainly carried out from three aspects: first, the internal meaning of activity design is defined scientifically, and the basis of activity design (theoretical basis and practical basis) in junior middle school ideological and moral textbooks is expounded. It is clear that the "activity design of ideological and moral textbooks" in this study refers to the activity area of each lesson design in the textbook, including "communication", "inquiry" and "discussion". "experience" and other activities section and after each lesson "extracurricular activities" column. Secondly, this paper analyzes the activity design in the ideological textbook from the aspects of quantity, characteristics, functions, types and problems. There are many kinds of activities in the ninth grade textbooks, including communication, inquiry, discussion and experience, and the extracurricular practice activities at the end of each class, and there are many kinds of activities in the nine-year textbooks of the Soviet people's edition, such as communication, inquiry, discussion, feeling and so on. These activities design functions are rich, can be changed from unfamiliar to familiar, from monotony to fun into simplicity, from difficulty to easy, to the meaning of chemical machinery. Judging from the characteristics of activity design, these activities design ideas are novel, reflect the unique value of ideological and moral curriculum, build a platform dominated by the learning process, and promote the transformation of learning methods of thought curriculum. Then to achieve the internal unity of curriculum learning and student development. Of course, in the study, we also found that there are limitations in the design of some activities in textbooks, the way of input activities is not flexible enough, the contents of activities need to be adjusted to be rich, and the design performance of some activities is very weak. Third, connecting with the analysis of all aspects of the activity design in the thought textbook, this paper puts forward the four enlightenments of the activity design analysis in the textbook to the teaching of the ideological and moral curriculum: first, adhere to the people-oriented, attach importance to the value of the activity; The second is to pay attention to the moral education of life and improve the teaching method, the third is to combine the situation of teaching and learning, the second design activities, the fourth is to improve the evaluation mechanism, the implementation of counter-dial activities. This part of enlightenment not only develops the strengths of activity design in the textbook "ideological and moral character", but also tries to overcome some of its limitations, so as to make the activity design in the textbook of "ideological and moral character" better for the teaching of ideological and moral course in junior high school. To serve the growth and development of young students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2
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