高中思想政治课辩论式教学的应用探讨

发布时间：2019-05-17 04:22

【摘要】：“辩论”几乎是伴随着人类文明史的发展一路走来,自古以来“能言善辩”是衡量一个人聪明智慧的重要指标。辩论活动在我国源远流长,春秋战国的荀子、墨子、晏婴、邹忌、端木赐等著名学者或大臣,在劝谏君王、外交活动、化解困境中广泛采用了有理有据的辩论;甚至出现辨士这种职业,张仪、苏秦、蒯通、郦食其等在激荡的时代中纵横捭阖,往往凭寥寥数句就能拯救一国于危亡、化解刀兵于无形。将辩论活动于教学结合,国外较早的研究者是日本学者佐长健司,在《全球教育展望》2004年第12期《论社会科辩论式教学中反驳的指导方式》一文介绍:日本社会科将辩论赛引入课堂教学始于1990年前后。当初的辩论活动并不是通过行政力量,而是在中小学教师的自主实践与研究过程中得以推进的。因为辩论使学生必须拥有自己的主张,自主地展开讨论,探索课程热点、关注社会本质问题。就这样辩论作为一种教学模式在课堂中显现出巨大的活力。如今不仅在日本,辩论式教学不仅得到积极推广,新加坡对于辩论活动引入课堂,也取得不少研究成果。在我国,从上世纪80年代末90年代初,大学辩论赛风靡一时,能言善辩者,以求真、求善、求美为己任,不仅给人们带来了美的享受,而且呈现了多维度下同一问题的不同属性,启迪了人们的思想。然而,全国高校对于辩论赛的热情没有转化为对于“辩论式教学”的进一步深度研究,尤其是对于高中思想政治课开展辩论式教学的研究亟需补充和完善。论文基于这个原因进行发掘探究,即高中思想政治课辩论式教学的路径探讨,将辩论式教学与新课改中的自主学习、合作学习、探究学习精神相结合并进行深入发掘,探索本课题的理论价值及实际意义。论文围绕辩论式教学的中心问题,主要从以下五个部分进行探讨:第一部分,即导论部分。论文阐述了辩论式教学的缘起及现状,介绍了古今中外思想家、教育家关于辩论的思想及功能。比如:古希腊先贤柏拉图把辩论术定义为用论据赢得人心的一种普遍性艺术,亚里士多德进一步阐述了辩论的四种功能。通过查阅大量的参考文献及实习调查,分析了目前我国高中思想政治课实行“辩论式教学”的现状及存在的问题。研究辩论的文章和思想政治课的论文虽然很多,但是研究“辩论式教学”的相对较少,结合高中思想政治课对辩论式教学进行专门研究的论文更少,由此找出本文的研究点。这对于深入研究辩论式教学、丰富辩论式教学理论并实现辩论式教学在高中思想政治课乃至文科课堂的应用有着重要意义。论文还指出了研究思路及方法,提出了关于高中思想政治课辩论式教学的创新之处。第二部分,主要讨论辩论学和辩论式教学的基本理论,包括辩论学溯源、辩论式教学的溯源和定义,辩论式教学与辩论赛的区别,辩论式教学与传统教学的区别等。介绍了辩论学对古代思想家、政治家、外交家的巨大影响力,比如秦国推行连横策略及苏秦合纵五国攻秦的著名事例。论文介绍了辩论学自古及今的发展演进过程以及对现代社会各行业、各学科领域的深刻影响。比如当今国内外的辩论赛、法庭辩论、议会辩论、公共政策参与辩论、选举辩论、校园辩论等等。辩论学的不断发展与演进,已经涉及到逻辑学、语言学、演讲学、口才学、修辞学、美学、传播学、心理学,当然也与辩论式教学息息相关。第三部分,即辩论式教学思想及方法探讨。主要研究了辩论式教学的总体原则及设计理念,比如:人人都有参与辩论的机会平等原则,这符合教育的本质。辩论式教学的设计理念应体现新一轮课改的精神,也应体现辩论的特点、体现开放式课堂的特点,因此应该是一种互动式教学、生成性教学、合作式学习、探究式学习。论文还提出了辩题的选择原则,分析了传统辩论式教学模式的形式及特点。结合以上传统教学模式的特点,论文还创新性地提出了一种新的教学模式,即EX型自由辩论教学模式,该模式适合高中思想政治课辩论式教学,给出了该模式的详细流程。第四部分,即高中思想政治课辩论式教学的设计与实践。根据以上理论与方法,结合高中思想政治课的实际内容进行EX型自由辩论教学模式的具体设计。EX型自由辩论教学模式,融合了俄勒冈模式、新加坡模式及AB剧自由辩论模式的优点,很适合高中思想政治课教学模式的教学改革。设有裁判1人、观察员4-6人,每组选手10或20人左右。教学过程分为攻辩阶段、自由论述阶段及总结点评阶段。全程裁判员、主持人与观察员角色不能变换;但是在攻辩阶段,除了每组四位辩手以外的参与者可以异动,即可以通过观察攻辩阶段的观点交锋而改变自己的立场,从这组移动到另一组去,这有助于学生在辩论教学中观察、思考并修正自己的观点和认识。另外,尝试设计了一种师生互辩的简单易行的教学活动,作为辩论式教学的一种重要形式。本人在桂林中学的教学实习过程中运用这个教学方法,取得了较好的教学效果,充分调动了学生的学习兴趣,激化了学生自主学习、合作学习及探究学习的潜力,得到了教师及学生的普遍好评。第五部分为研究的结语与展望。对论文研究内容做出总结,并对目前存在的问题及后续研究重点及方法做出前瞻性的展望。
[Abstract]:The debate "is almost accompanied by the development of the history of human civilization. It is an important index to measure the wisdom of a man since ancient times. The debate activity has a long history in our country, and the famous scholars or ministers of the Warring States and the Warring States Period have adopted a well-known debate in the time of exhortation of the kings and the diplomatic activities, and the resolution of the plight. Even the professional, Zhang Yi, Su-Qin, Tong-tong, and the food and the like in the turbulent times, they have been able to save the country from danger and to dissolve the sword in the invisible. The debate will be carried out in the teaching combination, and the earlier researchers in the foreign countries are the Japanese scholar's Zorong Health Department. In the 12 th of the 2004, the guide way of rebuttal in the debate of the social co.............................................................................................................................................................................................................................................................................................................................. This paper probes into the theoretical value and practical significance of this subject by exploring the combination of learning and learning, and exploring the theoretical value and practical significance of the subject. The paper, around the center of the debate, mainly discusses the following five parts: the first part, the introduction part. The paper expounds the origin and the present situation of the debate teaching, and introduces the thoughts and functions of the thinkers and educationists in the ancient and modern times. In this paper, the present situation and the existing problems of the present "debate-based teaching" in the ideological and political class of high school in our country are introduced in this paper. In this paper, the author analyses the present situation and the existing problems of the current "debate-based teaching" of the high school ideological and political class in our country. This paper presents the characteristics of the open class, and it should be an interactive teaching, the generative teaching, the cooperative learning and the inquiry learning. The paper also puts forward the choice principle of the question, and analyzes the form and characteristics of the traditional debate teaching mode. In the light of the characteristics of the traditional teaching mode, the paper also puts forward a new teaching mode, that is, the teaching mode of the EX-type free debate, which is suitable for the debate of the high school ideological and political class, and gives the detailed process of the mode. The fourth part, in combination with the practical contents of the high school ideological and political class, is the concrete design of the teaching mode of the free debate of the EX-type. The teaching process of the EX-type free-debate teaching mode is suitable for the teaching reform of the teaching mode of the high school's ideological and political lesson. The teaching process is divided into three stages: one person, four to six, and ten or twenty people in each group. The teaching process is divided into the stage of defense, the free discussion stage and the summary and the review stage. The whole-course referees,
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2

【参考文献】