【摘要】：自高中思想政治新課程標(biāo)準(zhǔn)實(shí)施以來(lái),以往高中思想政治課“滿(mǎn)堂灌”、“-言堂”等陳舊的教學(xué)方式逐步被拋棄,越來(lái)越多的教育教學(xué)工作者開(kāi)始著重研究如何調(diào)動(dòng)高中生學(xué)習(xí)政治的熱情,如何通過(guò)課堂教學(xué)來(lái)培養(yǎng)學(xué)生的創(chuàng)造性思維等問(wèn)題,其中,問(wèn)題式教學(xué)模式受到廣大一線(xiàn)教師的青睞,許多高中政治老師圍繞“如何培養(yǎng)學(xué)生的問(wèn)題意識(shí)”、“影響問(wèn)題式教學(xué)的因素”、“如何實(shí)施問(wèn)題式教學(xué)”等方面進(jìn)行了深入地探討,提出了很多有參考性的觀點(diǎn)和做法,但是,筆者在六年的教學(xué)實(shí)踐中發(fā)現(xiàn)問(wèn)題式教學(xué)模式在高中思想政治課教學(xué)中的應(yīng)用效果并不理想,本文針對(duì)問(wèn)題式教學(xué)在高中思想政治課中的運(yùn)用現(xiàn)狀,結(jié)合筆者的教學(xué)實(shí)踐,對(duì)提高問(wèn)題式教學(xué)的有效性進(jìn)行初步的研究和探索。具體來(lái)講,本文分為三大部分對(duì)論題進(jìn)行闡釋,重點(diǎn)探究問(wèn)題式教學(xué)在高中思想政治課運(yùn)用中存在的問(wèn)題和提高高中思想政治課問(wèn)題式教學(xué)的有效性策略。導(dǎo)論部分主要是針對(duì)本論題研究的由來(lái)及意義、國(guó)內(nèi)外研究現(xiàn)狀、研究思路和方法等進(jìn)行了論述。第一部分,筆者分析了問(wèn)題式教學(xué)的相關(guān)概念及實(shí)施要求；第二部分,筆者分析了問(wèn)題式教學(xué)缺乏有效性的幾種課堂表現(xiàn)模式及其原因。本文認(rèn)為,問(wèn)題式教學(xué)缺乏有效性主要有四大表現(xiàn)：放任自由型、華而不實(shí)型、問(wèn)而不動(dòng)型、畫(huà)蛇添足型；究其原因,本文進(jìn)行了如下分析：首先是教師缺乏必備的綜合素質(zhì)；其次是學(xué)生參與問(wèn)題式教學(xué)的意識(shí)與能力的缺失；最后是問(wèn)題式教學(xué)缺乏所需的學(xué)校環(huán)境支持；第三部分,主要是提出提高高中思想政治課問(wèn)題式教學(xué)有效性的對(duì)策。具體來(lái)講,第一、要提高教師問(wèn)題式教學(xué)所需的綜合素質(zhì)；第二、要提高學(xué)生參與問(wèn)題式教學(xué)的意識(shí)和能力；第三、要營(yíng)造所需的學(xué)校環(huán)境等。結(jié)語(yǔ)部分主要是筆者在寫(xiě)作本論文的過(guò)程中對(duì)提高高中思想政治課問(wèn)題式教學(xué)有效性形成的一個(gè)總體性的認(rèn)識(shí),期待各位同行進(jìn)一步研究和完善本論題.
[Abstract]:Since the implementation of the new ideological and political curriculum standard in senior high school, the old teaching methods of ideological and political course in senior high school, such as "full of classroom irrigation" and "- Yan Tang", have been gradually abandoned. More and more educators began to focus on how to mobilize the enthusiasm of senior high school students to learn politics, how to cultivate students' creative thinking through classroom teaching, among which, The problem-based teaching model is favored by the majority of front-line teachers. Many senior high school political teachers focus on "how to cultivate students' problem consciousness" and "the factors that affect the problem-based teaching". "how to implement problem-based teaching" has been discussed in depth, and a lot of reference viewpoints and practices have been put forward, but, In the six years of teaching practice, the author finds that the application effect of the problem teaching mode in the ideological and political course of senior high school is not ideal. In view of the present situation of the application of the problem teaching in the ideological and political course of senior high school, combined with the author's teaching practice, this paper combines the author's teaching practice. This paper makes a preliminary study and exploration on improving the effectiveness of problem-based teaching. Specifically, this paper is divided into three parts to explain the topic, focusing on the problems existing in the application of problem-based teaching in senior high school ideological and political course and the effective strategies to improve the problem-based teaching of ideological and political course in senior high school. The introduction mainly discusses the origin and significance of the research, the present situation of research at home and abroad, the research ideas and methods, and so on. In the first part, the author analyzes the related concepts and implementation requirements of problem-based teaching; in the second part, the author analyzes several classroom performance models and their reasons for the lack of effectiveness of problem-based teaching. This paper holds that there are four main manifestations of the lack of effectiveness of problem-based teaching: laissez-faire free type, flashy type, ask but not move type, painting snake type, the reasons are as follows: first of all, teachers lack the necessary comprehensive quality; Secondly, the lack of students' consciousness and ability to participate in problem-based teaching; finally, the lack of necessary school environment support for question-based teaching; the third part, mainly puts forward the countermeasures to improve the effectiveness of ideological and political teaching in senior high school. Specifically, first, it is necessary to improve the comprehensive quality of teachers' problem-based teaching; second, to improve students' awareness and ability to participate in problem-based teaching; third, to create the necessary school environment. The conclusion part is mainly a general understanding of improving the effectiveness of ideological and political teaching in senior high school in the process of writing this paper, and looks forward to your colleagues to further study and improve this topic.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前5條

1 王佳瑩;基于新課程標(biāo)準(zhǔn)的高中地理問(wèn)題式教學(xué)研究[D];哈爾濱師范大學(xué);2018年

2 肖麗;高中思想政治課行動(dòng)學(xué)習(xí)反思環(huán)節(jié)中情境創(chuàng)設(shè)的探討[D];廣西師范大學(xué);2017年

3 張松;新課改背景下高中思想政治課教學(xué)有效性研究[D];貴州師范大學(xué);2017年

4 胡紅燕;自主學(xué)習(xí)能力的培養(yǎng)—思維導(dǎo)圖在高中思想政治課堂教學(xué)中的應(yīng)用研究[D];南京師范大學(xué);2017年

5 吳剛;思想政治新授課課堂提問(wèn)的有效性研究[D];華東師范大學(xué);2016年

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本文編號(hào)：2483384