本文選題：高中思想政治課課堂教學(xué)語(yǔ)言 + 問(wèn)題�。� 參考：《湖南科技大學(xué)》2016年碩士論文

【摘要】：如果說(shuō)課程的內(nèi)容設(shè)計(jì)是一門課程的靈魂,那么在課程教學(xué)中所使用的語(yǔ)言則是表達(dá)靈魂的重要途徑。誠(chéng)如英國(guó)教育學(xué)家羅素所言:教學(xué)語(yǔ)言是“引火線、沖擊波、興奮劑、催化劑”。教師既不是照相機(jī),也不是傳聲筒,教師通過(guò)語(yǔ)言的設(shè)計(jì)和創(chuàng)作來(lái)實(shí)現(xiàn)對(duì)書本內(nèi)涵的再創(chuàng)造,教學(xué)語(yǔ)言應(yīng)用得當(dāng),必然會(huì)起到“撩人心智、激人思維”的重要作用。本文以教學(xué)語(yǔ)言作為研究視角,揭示高中思想政治課課堂教學(xué)語(yǔ)言存在的問(wèn)題及成因,探求提高高中思想政治課教師課堂教學(xué)語(yǔ)言表達(dá)能力的路徑,必將有利于推進(jìn)新課改的實(shí)施,提高高中思想政治課課堂教學(xué)的實(shí)效性。文章共分為四部分:第一,通過(guò)對(duì)研究背景和意義的揭示、研究現(xiàn)狀的梳理與述評(píng)、研究方法及思路的闡述,引出研究主題;第二,在界定高中思想政治課課堂教學(xué)語(yǔ)言的內(nèi)涵、類型的基礎(chǔ)上,提出了高中思想政治課課堂教學(xué)語(yǔ)言的基本要求,即方向性、精準(zhǔn)性、交互性、啟發(fā)性等。第三,通過(guò)實(shí)地調(diào)研、訪談、聽(tīng)課等形式,從口頭語(yǔ)言、體態(tài)語(yǔ)言、書面語(yǔ)言、媒體語(yǔ)言等方面揭示高中思想政治課課堂教學(xué)語(yǔ)言存在的主要問(wèn)題;從高中思想政治課教材的特點(diǎn)、高中思想政治課教師的素質(zhì)、高中學(xué)生個(gè)體的差異等方面探討問(wèn)題的成因。第四,從把握高中思想政治學(xué)科教學(xué)特點(diǎn)、遵循高中學(xué)生心智形成發(fā)展規(guī)律、提高高中思想政治課教師的專業(yè)素養(yǎng)、完善高中思想政治課課堂教學(xué)評(píng)價(jià)體系等四個(gè)層面,具體探討提高高中思想政治課課堂教學(xué)語(yǔ)言水平的對(duì)策。
[Abstract]:If the content design of a course is the soul of a course, the language used in the course teaching is an important way to express the soul. As British educationalist Russell put it, the medium of instruction is "the line of fire, the shock wave, the stimulant, the catalyst." Teachers are neither cameras nor loudspeakers. Teachers use the language design and creation to reinvent the connotation of books. If the teaching language is properly applied, it will surely play an important role of "provoking the mind and stimulating the human thinking". From the perspective of teaching language, this paper reveals the problems and causes of teaching language in high school ideological and political class, and explores the ways to improve the ability of teaching language expression of ideological and political course teachers in senior high school. It will promote the implementation of the new curriculum reform and improve the effectiveness of the ideological and political class teaching in senior high school. The article is divided into four parts: first, through revealing the background and significance of the research, combing and reviewing the current research situation, elaborating the research methods and ideas, leading to the research theme; second, On the basis of defining the connotation and types of the teaching language of ideological and political class in senior high school, this paper puts forward the basic requirements of the teaching language of ideological and political class in senior high school, that is, directionality, precision, interactivity, inspiration and so on. Third, through field research, interviews, lectures and other forms, from the oral language, body language, written language, media language and other aspects of high school ideological and political class teaching language problems; This paper probes into the causes of the problems from the aspects of the characteristics of the high school ideological and political teaching materials, the quality of the high school ideological and political teachers, and the differences of the students in the senior high school. Fourthly, from four aspects: grasping the characteristics of ideological and political teaching in senior high school, following the law of mental formation and development of senior high school students, improving the professional accomplishment of high school ideological and political teachers, and perfecting the evaluation system of high school ideological and political class teaching. This paper discusses the countermeasures to improve the language level of ideological and political class teaching in senior high school.
【學(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.2

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本文編號(hào)：2033384