本文關(guān)鍵詞： 思想政治理論課 情境興趣影響因素 情境興趣 學(xué)習(xí)結(jié)果　出處：《西南交通大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：思想政治理論課課堂是傳播思想的主陣地,然而,我國現(xiàn)階段的思想政治理論課課堂上大多依然沿襲與計劃經(jīng)濟相適應(yīng)的傳統(tǒng)思想政治教育運行模式。本文在思想政治理論課課堂中引入情境興趣,研究如何在課堂上創(chuàng)造情境氛圍,使學(xué)生對思想政治理論課課堂學(xué)習(xí)產(chǎn)生興趣,喜歡并認可課堂活動和課堂內(nèi)容,進而掌握一定的知識技能。 本文運用文獻研究法、問卷調(diào)查法、統(tǒng)計分析法,進行了實證研究,以學(xué)生關(guān)系、師生關(guān)系、學(xué)生參與、課堂目標(biāo)為影響因素測量情境興趣,學(xué)習(xí)效能和學(xué)習(xí)情感測量學(xué)習(xí)結(jié)果,分析研究了學(xué)生關(guān)系、師生關(guān)系、學(xué)生參與、課堂目標(biāo)與情境興趣、個體興趣與情境興趣、情境興趣與學(xué)習(xí)結(jié)果、個體興趣與學(xué)習(xí)結(jié)果之間的關(guān)系,還研究了學(xué)生關(guān)系、師生關(guān)系、學(xué)生參與、課堂目標(biāo)對情境興趣、個體興趣對情境興趣、情境興趣對學(xué)習(xí)結(jié)果、個體興趣對學(xué)習(xí)結(jié)果的影響和預(yù)測作用,并將教師、學(xué)生的個體信息對以上變量所產(chǎn)生的影響做了研究。本研究經(jīng)過實證分析,主要得出以下結(jié)論： (1)思想政治理論課課堂上師生關(guān)系、學(xué)生參與、課堂目標(biāo)、個體興趣對情境興趣有影響作用； (2)思想政治理論課課堂上學(xué)生關(guān)系對情境興趣沒有影響作用； (3)思想政治理論課課堂上情境興趣對學(xué)習(xí)效能、學(xué)習(xí)情感產(chǎn)生影響。 根據(jù)研究結(jié)論對思想政治理論課課堂提出了8條建議： (1)提升教師的吸引力； (2)增強教學(xué)內(nèi)容的吸引力； (3)挖掘教學(xué)內(nèi)容的價值； (4)建立互動、有愛的師生關(guān)系； (5)引導(dǎo)、鼓勵學(xué)生積極參與教學(xué)活動； (6)明確課堂目標(biāo)； (7)提高學(xué)生學(xué)習(xí)效能; (8)培養(yǎng)學(xué)生對教學(xué)活動的情感。
[Abstract]:The ideological and political theory class is the main position of spreading ideas, however, Most of the ideological and political theory classes in our country still follow the traditional mode of operation of ideological and political education, which adapts to the planned economy. This paper introduces situational interest into the class of ideological and political theory. This paper studies how to create a situational atmosphere in the classroom to make the students interested in the classroom learning of ideological and political theory, like and approve the classroom activities and classroom contents, and then master certain knowledge and skills. This paper uses literature research, questionnaire survey and statistical analysis to measure situational interest with student relationship, teacher-student relationship, student participation and classroom goal as the influencing factors. Learning efficacy and learning emotion were measured. The relationship between students, teachers and students, student participation, classroom goal and situational interest, individual interest and situational interest, situational interest and learning result were analyzed. The relationship between individual interest and learning result is also studied, including student relationship, teacher-student relationship, student participation, classroom goal interest in situation, individual interest in situation interest, situational interest in learning result. The influence of individual interest on learning results and the influence of individual information of teachers and students on the above variables are studied. Through empirical analysis, the main conclusions are as follows:. 1) the relationship between teachers and students, students' participation, classroom goal and individual interest in ideological and political theory class have influence on situational interest; 2) the relationship between students in the class of ideological and political theory has no effect on situational interest; 3) situational interest has an effect on learning efficiency and learning emotion in the class of ideological and political theory. According to the conclusions of the study, this paper puts forward 8 suggestions to the class of ideological and political theory. (1) enhancing the attractiveness of teachers; (2) enhancing the attraction of teaching content; (3) excavating the value of teaching content; 4) establishing an interactive and loving teacher-student relationship; (5) to guide and encourage students to take an active part in teaching activities; 6) defining the classroom objectives; Improving students' learning efficiency; Cultivate students' feelings for teaching activities.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G641

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本文編號：1498852