本文選題：初中 + 學(xué)科教學(xué)��； 參考：《北華大學(xué)》2015年碩士論文

【摘要】：《周易》中說:“日新之謂盛德�！睂W(xué)科教學(xué)每天都在進(jìn)行,若每位學(xué)科教師都能追隨真理、敬畏道德,秉持職業(yè)操守,每天叩問反思、變革創(chuàng)新,即可為厚德以盛學(xué)生之德了,也足以改變當(dāng)下中國“道德滑坡”問題。由于“德育”不可能像“智育”那樣以“分?jǐn)?shù)”或“優(yōu)、良、及”等來進(jìn)行顯性評(píng)價(jià),很多學(xué)校、教師難以直接看到德育對(duì)學(xué)生的終身發(fā)展與推動(dòng)智育的促進(jìn),便忽視、推諉、隨性了德育。尤其是在初中階段中考?jí)毫ο?學(xué)科中以落實(shí)“知識(shí)點(diǎn)”為首,“德育點(diǎn)挖掘”往往成了備課教案中若沒有會(huì)在檢查中扣分的一項(xiàng)“紙上談兵”。針對(duì)這一現(xiàn)狀,對(duì)學(xué)科教學(xué)“德育點(diǎn)挖掘”進(jìn)行研究,論文共分五個(gè)部分:第一部分為緒論,對(duì)研究的背景、問題、意義進(jìn)行闡述,并對(duì)與研究相關(guān)的“學(xué)校德育”“學(xué)科德育”“德育點(diǎn)”以及“德育點(diǎn)挖掘”等核心概念進(jìn)行界定,檢索國內(nèi)外相關(guān)研究進(jìn)行文獻(xiàn)綜述。第二部分從追尋“德育點(diǎn)挖掘”存在問題入手,找出“德育點(diǎn)挖掘”存在的“跑冒滴漏”幾方面根源,橫向上著眼于文本、學(xué)生、教師、學(xué)校等因素;縱向上分別從文本的知識(shí)點(diǎn)、德育點(diǎn)、能力點(diǎn)查找問題,從校際間、學(xué)科間,常態(tài)教學(xué)與公開教學(xué),備課、上課、評(píng)課以及作業(yè)等諸多方面搜集問題,力求全面探尋“德育點(diǎn)挖掘”存在的問題。第三部分從教育決策、學(xué)校、教師、學(xué)生四方面入手分析造成“德育點(diǎn)挖掘”跑冒滴漏現(xiàn)象的根源。教改語境下素質(zhì)教育與應(yīng)試教育的博弈、教師德育專業(yè)化發(fā)展滯后、德育評(píng)價(jià)體系不能具體操作化、教材體系滯后是造成“德育點(diǎn)挖掘”跑冒滴漏問題的宏觀因素;學(xué)校管理上對(duì)“德育點(diǎn)挖掘”忽視,缺乏有效指導(dǎo)難以發(fā)揮中觀分解作用;教師德育專業(yè)化自主能力不足;學(xué)生自主德育意識(shí)淡漠等都是導(dǎo)致“德育點(diǎn)挖掘”跑冒滴漏問題的現(xiàn)實(shí)原因。第四部分這幾面提出解決策略,即從教學(xué)決策方面調(diào)控中考位唯分?jǐn)?shù)至上的根源,全力深化素質(zhì)教育;學(xué)校應(yīng)多維度管理中觀分解“德育點(diǎn)挖掘”,將學(xué)科教學(xué)“德育點(diǎn)挖掘”體系化,實(shí)施多元化教師評(píng)價(jià)方式促進(jìn)“德育點(diǎn)挖掘”落實(shí);重點(diǎn)落在解決學(xué)科教師提高德育能力,從而微觀落實(shí)“德育點(diǎn)挖掘”上,教師要鉆研課程與文本認(rèn)真進(jìn)行“德育點(diǎn)挖掘”,處理好“德育點(diǎn)”與“知識(shí)點(diǎn)”的關(guān)系,發(fā)揮“德育點(diǎn)”與“能力點(diǎn)”的相互促進(jìn)作用,選取恰當(dāng)?shù)姆椒ㄟM(jìn)行“德育點(diǎn)挖掘”,不斷反思,增強(qiáng)自身教育機(jī)智,學(xué)生也應(yīng)提高道德自主意識(shí)方面避免“跑冒滴漏”。第五部分為結(jié)論,重點(diǎn)總結(jié)了“德育點(diǎn)挖掘”的解決之道與克服阻礙的創(chuàng)新思路。通過本次研究,預(yù)期達(dá)成以下目標(biāo):及時(shí)找出學(xué)科中“德育點(diǎn)挖掘”存在的的問題,為學(xué)科德育工作起到防微杜漸的預(yù)防功能;準(zhǔn)確分析“德育點(diǎn)挖掘”問題的根源,對(duì)現(xiàn)存詬病深入剖析,力求研究能起到答疑解惑的顯性作用。探索有效進(jìn)行“德育點(diǎn)挖掘”的解決策略,為一線教師與學(xué)校提供學(xué)科德育的方法途徑。創(chuàng)新“德育點(diǎn)挖掘”核心體系,嘗試突破學(xué)科德育研究瓶頸,拓展研究思路。
[Abstract]:"Sunday is called Sheng De." the subject teaching is carried out every day. If every subject teacher can follow the truth, revere the morality, uphold the professional ethics, ask reflection and change the innovation every day, it can serve the students' morality and change the "moral landslide" problem in China. It is difficult for many schools to directly see the moral education for the students' lifelong development and the promotion of intellectual education. It is difficult for many schools to ignore, prevarication and follow the moral education. Especially under the pressure of middle school examination, the "moral point" is excavated in the subject of "knowledge point". "" often become a "paper talk" in the course of the lesson plan, if there is no points to be deducted in the examination. In view of this situation, the study of the "excavation of moral education point" in the subject teaching is divided into five parts: the first part is the introduction, the background, the problem, the significance of the research, and the "school moral" "subject" related to the research. "Moral education" "moral education point" and "moral point mining" and other core concepts to define, search for domestic and foreign related research literature review. The second part from the pursuit of "moral point mining" problems, to find out the "moral point excavation" in the "running out" in several aspects of the root, horizontal focus on text, students, teachers, learning From the knowledge point of the text, the point of moral education, the point of ability to find the problem, from intercollegiate, interdisciplinary, normal teaching and open teaching, lesson preparation, class, class evaluation and other aspects to collect problems, and try to find out the problem of "moral point mining". The third part from educational decision-making, schools, teachers, students four. On the basis of the analysis, the cause of the phenomenon of "moral education point mining" is analyzed. The game between quality education and exam oriented education in the context of teaching reform, the lag of the professional development of teachers' moral education, the lack of concrete operationalization of the moral evaluation system, the lag of the teaching material system is the macro factor that causes the "moral education point to be excavated". The "moral point excavation" is ignored, the lack of effective guidance is difficult to play the role of the meso decomposition; the lack of autonomy of the teacher's moral education and the indifference of the students' self-conscious moral education are all the practical reasons for the problem of the "moral education point digging". The fourth parts put forward the solution strategy, that is, to regulate the middle test position from the teaching decision. The root of the score is to deepen the quality education. The school should decompose the "moral point mining" in the middle of multi dimension management, systematize the "moral point mining" in the subject teaching, implement the diversified teacher evaluation method to promote the implementation of the "moral education point mining", and focus on the solution of the moral education ability of the science and education teachers, so as to implement the "moral education point" microcosmic. In the course of digging, the teachers should study the course and the text carefully to dig out the "moral point of moral point", deal with the relationship between "moral education point" and "knowledge point", and play the mutual promotion of "moral education point" and "ability point", select the appropriate method to carry out "moral education point mining", constantly reflect on and strengthen its own educational tact, students should also improve the way. The fifth part is the conclusion, which focuses on the solution of the "moral point mining" and the innovative ideas to overcome obstacles. Through this study, we expect to achieve the following goals: to find out the existing problems in the "excavation of moral education point" in the subject in time, and to prevent the moral education from being gradually reduced. The root of the problem of "moral point mining" is analyzed accurately, and the existing criticism is deeply analyzed to study the dominant role that can be used to answer doubt and solve the problem. To explore the effective way to solve the problem of moral education, and to provide a way for the moral education of the first line teachers and schools. Break through the bottleneck of the research on moral education in the subject and expand the research ideas.
【學(xué)位授予單位】：北華大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G631

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本文編號(hào)：2115240