基于多元智力理论的高中思想政治课作业设计研究

发布时间：2019-06-04 03:31

【摘要】：作业作为连接教师教和学生学的桥梁,是学生复习巩固知识、消化理解知识的重要途径,是学生培养创造性思维、提高道德素养、锻炼实践能力极其重要的环节;还是教师了解学生课堂学习情况、调节教学策略的重要依据。思想政治作业作为高中思想政治课堂教学的有效补充,是思想政治教学设计必不可少的环节,是学生学习政治知识、培养政治素养、形成一定政治技能的基本途径,是反馈学生思想政治课学习效果的主要渠道,承担着全面组织和协调学生在知识、能力、情感态度与价值观方面的重要职责。思想政治作业的重要作用,决定了其作业设计在政治课教学中的重要性。思想政治作业设计作为课堂教学必不可少的环节,具有巩固思想政治学科知识、锻炼学生的动手操作能力、反馈教师教学效果等方面的重要作用。但是,本文通过调查研究发现,在实际的教学中却存在着这样的情况:有些高中思想政治教师往往在全班布置整齐划一的作业,忽略了学生之间智力的差异和个性发展的不同。作业形式也仅仅局限在抄抄、背背这种传统方式上,简单、机械、重复,学生们不感兴趣。作业来源大多是现成的辅导资料、练习册,有的材料比较陈旧,不能很好的检验学习们的学习效果等等,高中思想政治课作业设计存在着诸多问题。目前,国内外学者在作业设计方面已取得不错的研究成果。在我国如何解决高中思想政治课作业设计中出现的种种问题,还需要广大教育者以及一线教师在吸收、借鉴他人经验的基础上共同探讨与努力。霍华德·加德纳教授首次提出的多元智力理论为我们优化作业设计开辟了一个新的思路,引领我们在新的角度上去认识作业设计的应对措施,为高中思想政治课作业设计提供了一定的启示和参考。[1]因此,本文借鉴多元智力的相关理论,结合自身的教育实习经历,以及对思想政治课作业现状调查结果的分析,提出优化作业设计的对策,希望能够为政治教师进行高中思想政治课作业设计提供一定的启示。本文主要从以下三个部分展开论述:第一部分,阐述了多元智力理论的提出和涵义、特点,高中思想政治课作业设计的定义和作用,多元智力理论对高中思想政治课作业设计的启示。加德纳教授认为,人的智力是多元的,并且是不断发展的,每个个体至少具有八种智力,呈现出多元性、差异性等特点。高中思想政治课作业设计就是依据一定的思想政治课教学理念和学生的知识水平,在高中思想政治课程目标和课程标准的指导下,全面分析作业设计中出现的问题,进而对作业的内容、形式等进行针对性、科学化的设计过程。高中思想政治课作业设计在巩固思想政治学科知识、培养学生实践能力、塑造科学价值观等方面有着重要的作用。加德纳教授提出的多元智力理论,为作业的设计与优化提供了一个崭新的思路,对高中思想政治课作业设计有着诸多启示,如作业形式要多样化,作业内容要丰富等。第二部分,分析了当前高中思想政治课作业设计中出现的问题及其原因。结合自身的教育实习经历,本文分析与研究了高中思想政治课作业设计现状的调查结果,发现思想政治课作业设计具有以下几个方面的问题:作业内容枯燥,远离生活;作业形式单一,模式僵化;作业难度不均,缺乏层次;作业目的单一,强调“双基”等。本文根据对高中政治老师的访谈,分析了当前思想政治课作业设计出现上述问题的原因,如传统的教学观、高考的巨大压力、教学评价机制的弊端、教师自身能力的局限。第三部分,提出在多元智力理论的指导下优化设计高中思想政治课作业的探讨。首先,提出了高中思想政治课作业设计应该遵循的多元化、差异性、创新性等原则。其次,在多元智力理论的指导下,提出了高中思想政治课作业设计的策略。本文分别从以下五个角度进行了分析:第一,更新教师作业设计的观念,提升作业设计的能力。第二,作业内容贴近生活,体现趣味性。第三,作业形式丰富多样,突出层次性:如设计分层作业、合作探究型作业、自主设计型作业等。第四,作业评价多元化:如评价方式多元化、评价主体多元化。第五,单项智力作业设计,针对每个学生不同的智力发展特点设计专门化的作业,促进学生多种智力的综合发展。
[Abstract]:As a bridge to the teaching of the teacher and the students, the operation is an important way for students to review and consolidate the knowledge and to digest and understand the knowledge. It is an important part of the students to develop the creative thinking, improve the moral quality and exercise the practical ability. The important basis of adjusting the teaching strategy. As an effective supplement to the ideological and political classroom teaching in high school, the ideological and political work is an essential part of the ideological and political teaching design, which is the basic way of the students to study the political knowledge, to develop the political quality and to form a certain political skill. It is the main channel to feed back the learning effect of the students' ideological and political class, and has the important duty to organize and coordinate the students in the knowledge, the ability, the emotional attitude and the values. The important function of ideological and political work determines the importance of its operation design in the teaching of political class. The design of ideological and political work, as an essential part of classroom teaching, has an important role in consolidating the knowledge of ideological and political subjects, exercising the ability of the students to do their hands, and feeding back the teaching effect of the teachers. However, through the investigation and research, this paper has found that in the actual teaching there is a situation: some high school ideological and political teachers tend to arrange the whole class of homework in the class, and neglect the difference of the intelligence among the students and the difference of the development of the individual. The form of operation is limited only to the copying and back-back, which is simple, mechanical and repetitive, and the students are not interested. Most of the job sources are out-of-the-box guidance materials, exercise books, some materials are old, they can't be very good to check the learning effect of the students, and so on, there are many problems in the design of the high school ideological and political class. At present, the domestic and foreign scholars have made good research results in the work design. In our country, how to solve the problems in the design of the high school ideological and political class, we also need the educators and the first-line teachers to explore and work together on the basis of absorbing and drawing on the experience of others. The multi-intelligence theory, which is first put forward by Professor Howard Gardner, opens up a new train of thought for our optimization operation design, and leads us to know the coping measures of the work design in a new angle, and provides some enlightenment and reference for the design of the high school ideological and political class. [1] Therefore, this paper, based on the theory of multi-intelligence, combined with the experience of its own educational practice and the analysis of the present investigation results of the operation of the ideological and political class, put forward the countermeasures to optimize the operation design. It is hoped to provide some enlightenment for the design of the high school ideological and political course for the political teachers. The article mainly discusses the following three parts: the first part, expounds the concept and meaning of the multi-intelligence theory, the definition and the function of the high school ideological and political lesson work design, and the enlightenment of the multi-intelligence theory to the design of the high school ideological and political lesson. Prof. Gardner is of the view that human intelligence is multi-element and is evolving, with each individual having at least eight intelligence, a diversity, a difference, and the like. The design of the high school ideological and political class is to analyze the problems in the design of the operation in a comprehensive way under the guidance of the high school ideological and political course objectives and the curriculum standards, and then the content, form and the like of the work, based on the teaching idea of a certain ideological and political class and the knowledge level of the students. Scientific design process. The design of the high school ideological and political class plays an important role in the consolidation of the knowledge of the ideological and political subject, the cultivation of the students' practical ability and the shaping of the scientific values. The multi-intelligence theory put forward by Professor Gardner provides a brand-new idea for the design and optimization of the operation, and has a lot of enlightenment to the design of the high school ideological and political class, such as the diversification of the operation form, the rich working contents and so on. The second part analyzes the problems and causes of the current high school ideological and political course design. Based on the experience of its own educational practice, this paper analyzes and studies the results of the present situation of the design of the ideological and political lesson in high school, and finds out that the design of the ideological and political class has the following aspects: the operation is boring and far away from the life; the operation form is single and the pattern is rigid; The operation difficulty is uneven, the level is lacking, the operation purpose is single, and the "two-base" and the like are emphasized. Based on the interview with the high school political teacher, this paper analyzes the causes of the above-mentioned problems in the current ideological and political course design, such as the traditional teaching view, the great pressure of the college entrance examination, the disadvantages of the teaching evaluation mechanism and the limitation of the ability of the teachers themselves. In the third part, it is proposed to optimize the design of the high school ideological and political class operation under the guidance of the multi-intelligence theory. First, the principles of pluralism, difference and innovation that should be followed in the design of the high school ideological and political course should be put forward. Secondly, under the guidance of the multi-intelligence theory, the strategy of the design of the high school ideological and political course is put forward. This paper analyzes the following five angles: first, to update the concept of the teacher's job design and to improve the ability of the job design. Second, the operation content is close to life, and the interest is reflected. Third, the form of operation is rich and varied, and the level of work is different: such as design of layered operation, cooperative inquiry type operation, self-designed operation, etc. Fourth, the operation evaluation is diversified: for example, the evaluation method is diversified, and the main body is diversified. Fifth, the individual intelligence operation design, aiming at the different intellectual development characteristics of each student, design specialized operation, and promote the comprehensive development of the students' various intelligence.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.2

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