論研究性學習在高中思想政治課中的應用
發(fā)布時間：2018-11-15 13:37
【摘要】：研究性學習作為一種新型的學習模式,以培養(yǎng)學生的創(chuàng)新精神和實踐能力為目標,是我國當前課程改革中的一大亮點。推行研究性學習的實施,不僅能改變學生單純的以接受教師傳授知識為主的學習方式,而且可以多渠道的為學生獲取知識,構建開放的學習環(huán)境,并將所學知識加以綜合運用到具體實踐中,充分發(fā)揮學生的主體性和積極性。高中思想政治課是高中課程中的一門必修課程,影響著學生人生觀、價值觀和世界觀的形成,對學生思維的形成以及用正確的方法觀察和處理問題有著重要的作用。將研究性學習滲透到高中思想政治課中,無論是對于研究性學習的有效開展,還是對于思想政治教學改革的深化,都有十分重大而深遠的意義。本文在寫作中運用了文獻資料分析法、問卷調查法、訪談法等對研究性學習在高中思想政治課中的運用做了較為全面的分析。本文主要闡述了研究性學習在思想政治課實踐中的成效和所存在的問題,著重對所存在問題的原因及其對策進行了分析。在對策分析中,又提出了高中思想政治課實施研究性學習應堅持的原則,使得研究性學習與高中思想政治課能更加有效的結合。具體文章結構如下:第一章為研究性學習的概述。簡單介紹了研究性學習的涵義以及特點,研究性學習的理論基礎及其價值。第二章主要論述了研究性學習在高中思想政治課中應用的評析,包括研究性學習在現(xiàn)階段的高中思想政治課實踐中取得的成效和存在的問題,以及對存在問題的原因分析�？偨Y了存在的問題主要是對研究性學習方式的過分形式化、教師的素質問題、缺少應用的必要條件、學校與社會資源利用問題、教育評價機制不完善等問題。對存在原因的分析主要從社會、學校、教師以及學生等方面進行了分析。全章為論文的重點章節(jié)。第三章主要是針對上一章節(jié)的問題提出了相關對策。首先分析了高中思想政治課實施研究性學習應堅持的原則,目的是為了在思想政治課教學中更有效的滲透研究性學習。在此過程中還需要處理好應用研究性學習中四個方面的關系。在對策中主要從注重教師素質、學生主體性、學校制定相關政策、學校與社會多方支持以及完善教育評價機制五個方面進行了總結。
[Abstract]:As a new learning model, research learning aims at cultivating students' innovative spirit and practical ability, which is a bright spot in the current curriculum reform in China. The implementation of research-based learning can not only change the way students learn by accepting teachers to impart knowledge, but also can obtain knowledge for students through many channels and construct an open learning environment. And the knowledge will be integrated into practice to give full play to the subjectivity and enthusiasm of students. High school ideological and political course is a compulsory course in high school curriculum, which affects the formation of students' outlook on life, values and world outlook, and plays an important role in the formation of students' thinking and in observing and dealing with problems with correct methods. It is of great and far-reaching significance to permeate the research study into the high school ideological and political course, whether for the effective development of the research study or for the deepening of the ideological and political teaching reform. This paper makes a comprehensive analysis of the application of research-based learning in high school ideological and political classes by using the methods of literature analysis, questionnaire investigation and interview. This paper mainly expounds the effect and existing problems of inquiry learning in the practice of ideological and political courses, and emphatically analyzes the causes and countermeasures of the problems. In the analysis of countermeasures, the author also puts forward the principles that should be adhered to in carrying out the research study in the high school ideological and political course, so that the research study and the high school ideological and political course can be more effectively combined. The specific structure of the article is as follows: the first chapter is an overview of research-based learning. This paper briefly introduces the meaning and characteristics of research-based learning, the theoretical basis and value of research-based learning. The second chapter mainly discusses the application of research-based learning in high school ideological and political lessons, including the effectiveness and existing problems of research learning in the current practice of high school ideological and political lessons, as well as the analysis of the reasons for the existing problems. The main problems are the over-formalization of inquiry learning, the quality of teachers, the lack of necessary conditions for application, the utilization of school and social resources, and the imperfection of educational evaluation mechanism. The analysis of the causes mainly from the society, schools, teachers and students and other aspects of the analysis. The whole chapter is the key chapter of the paper. The third chapter is mainly to put forward the relevant countermeasures to the problems in the previous chapter. Firstly, this paper analyzes the principles that should be adhered to in the implementation of research-based learning in high school ideological and political courses, in order to infiltrate the research-oriented learning more effectively in the teaching of ideological and political courses. In this process, we also need to deal with the four aspects of applied research learning. The countermeasures are summarized from five aspects: the quality of teachers, the subjectivity of students, the establishment of relevant policies by schools, the support of schools and society, and the improvement of educational evaluation mechanism.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.2
本文編號：2333453
[Abstract]:As a new learning model, research learning aims at cultivating students' innovative spirit and practical ability, which is a bright spot in the current curriculum reform in China. The implementation of research-based learning can not only change the way students learn by accepting teachers to impart knowledge, but also can obtain knowledge for students through many channels and construct an open learning environment. And the knowledge will be integrated into practice to give full play to the subjectivity and enthusiasm of students. High school ideological and political course is a compulsory course in high school curriculum, which affects the formation of students' outlook on life, values and world outlook, and plays an important role in the formation of students' thinking and in observing and dealing with problems with correct methods. It is of great and far-reaching significance to permeate the research study into the high school ideological and political course, whether for the effective development of the research study or for the deepening of the ideological and political teaching reform. This paper makes a comprehensive analysis of the application of research-based learning in high school ideological and political classes by using the methods of literature analysis, questionnaire investigation and interview. This paper mainly expounds the effect and existing problems of inquiry learning in the practice of ideological and political courses, and emphatically analyzes the causes and countermeasures of the problems. In the analysis of countermeasures, the author also puts forward the principles that should be adhered to in carrying out the research study in the high school ideological and political course, so that the research study and the high school ideological and political course can be more effectively combined. The specific structure of the article is as follows: the first chapter is an overview of research-based learning. This paper briefly introduces the meaning and characteristics of research-based learning, the theoretical basis and value of research-based learning. The second chapter mainly discusses the application of research-based learning in high school ideological and political lessons, including the effectiveness and existing problems of research learning in the current practice of high school ideological and political lessons, as well as the analysis of the reasons for the existing problems. The main problems are the over-formalization of inquiry learning, the quality of teachers, the lack of necessary conditions for application, the utilization of school and social resources, and the imperfection of educational evaluation mechanism. The analysis of the causes mainly from the society, schools, teachers and students and other aspects of the analysis. The whole chapter is the key chapter of the paper. The third chapter is mainly to put forward the relevant countermeasures to the problems in the previous chapter. Firstly, this paper analyzes the principles that should be adhered to in the implementation of research-based learning in high school ideological and political courses, in order to infiltrate the research-oriented learning more effectively in the teaching of ideological and political courses. In this process, we also need to deal with the four aspects of applied research learning. The countermeasures are summarized from five aspects: the quality of teachers, the subjectivity of students, the establishment of relevant policies by schools, the support of schools and society, and the improvement of educational evaluation mechanism.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.2
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