品德與社會(huì)課教學(xué)運(yùn)用問題教學(xué)法存在的問題及解決方法
發(fā)布時(shí)間：2018-11-25 17:56
【摘要】：我國新課程改革已進(jìn)行十幾年了,課程改革的要求和理念對(duì)于許多老師和學(xué)生都已不再陌生。品德與社會(huì)課在十三年前誕生。它是一門綜合課程,與學(xué)生的生活密切聯(lián)系,陪學(xué)生慢慢的成長。十三年過后,品德與社會(huì)課依然是綜合課程,從小學(xué)三年級(jí)開始開設(shè),以學(xué)生的生活為基礎(chǔ),以學(xué)生良好品德形成、幫助學(xué)生參與社會(huì)、學(xué)會(huì)做人作為課程的核心。大量事實(shí)證明這門課程的實(shí)驗(yàn)是成功的,這門課程是極富生命力的,國家設(shè)置品德與社會(huì)課是有遠(yuǎn)見的,因?yàn)槲覈掠膶?shí)效性已得到了很大提高。面對(duì)如此具有活力的課程,教師的教學(xué)方法也應(yīng)該進(jìn)行不斷地創(chuàng)新。問題教學(xué)法作為一種比較科學(xué)的教學(xué)方法,教師應(yīng)嘗試著在品德與社會(huì)課教學(xué)中多運(yùn)用此法,從而使品德與社會(huì)課不斷煥發(fā)新的活力。我作為一名一線教師,通過對(duì)多節(jié)品德與社會(huì)課教學(xué)的反思,特將論文研究對(duì)象確定為品德與社會(huì)課教學(xué)運(yùn)用問題教學(xué)法存在的問題及解決方法。本文主要對(duì)問題教學(xué)法在品德與社會(huì)課教學(xué)中的存在的問題及解決方法做了專門探討。文章包括引言、正文和結(jié)束語。引言包括問題的提出、國內(nèi)外研究現(xiàn)狀、研究思路和方法。正文共分三部分,第一部分是問題教學(xué)法概述,主要從問題教學(xué)的涵義、理論依據(jù)、問題教學(xué)法在品德與社會(huì)課教學(xué)中的特殊性、在品德與社會(huì)課教學(xué)中運(yùn)用問題教學(xué)法的必要性四個(gè)方面對(duì)問題教學(xué)進(jìn)行了探討。第二部分是問題教學(xué)法在品德與社會(huì)課教學(xué)中存在的問題及原因分析。我認(rèn)為問題教學(xué)法在品德與社會(huì)課教學(xué)中存在的問題主要三個(gè)方面:第一是在實(shí)施問題教學(xué)法過程中教師存在一定的不足;第二是學(xué)生在接受和適應(yīng)問題教學(xué)法中存在諸多的問題;第三是實(shí)施問題教學(xué)法本身具有一定的難度。針對(duì)這些存在的問題,我主要從以下三個(gè)方面進(jìn)行了分析:一是由于教師的綜合素質(zhì)不高,致使問題教學(xué)法難以順利實(shí)施;二是受應(yīng)試教育影響,學(xué)生們的問題意識(shí)普遍薄弱;三是師生文體互動(dòng)時(shí)學(xué)生缺乏主動(dòng)性。第三部分是問題教學(xué)法在品德與社會(huì)課教學(xué)中存在問題的解決方法。這一部分我主要是從三大方面來闡述的,第一方面是綜合提高教師的素質(zhì)。加強(qiáng)教師的專業(yè)培訓(xùn),提高教師的業(yè)務(wù)水平,使問題教學(xué)法在品德與社會(huì)課教學(xué)中科學(xué)的被運(yùn)用;第二方面是充分調(diào)動(dòng)學(xué)生的積極性,啟發(fā)培養(yǎng)學(xué)生的問題意識(shí),讓學(xué)生變得敢問、會(huì)問;第三個(gè)方面是充分尊重學(xué)生的主體地位,努力營造和諧、平等、民主的師生關(guān)系。本文旨在通過研究,創(chuàng)新教師教學(xué)的觀念,使品德與社會(huì)課教學(xué)的優(yōu)點(diǎn)突顯,合理安排教學(xué)資源,創(chuàng)建一種具有活力的教學(xué)模式,把品德與社會(huì)課課堂教學(xué)效益提高到一個(gè)更高的水平,同時(shí)使師生之間的感情更融洽,師生之間的情感交流更通暢,較好的實(shí)現(xiàn)品德與社會(huì)課教學(xué)目標(biāo)。
[Abstract]:China's new curriculum reform has been carried out for more than ten years, the requirements and ideas of curriculum reform are no longer unfamiliar to many teachers and students. Moral and social studies were born 13 years ago. It is a comprehensive course, closely linked with the student's life, accompanied by the student's slow growth. After thirteen years, moral character and society course is still a comprehensive course, starting from the third grade of primary school, based on students' life, forming students' good moral character, helping students to participate in society, learning to be a man as the core of the curriculum. A large number of facts have proved that the experiment of this course is successful, and the course is full of vitality, and the state has foresight in setting up moral and social courses, because the actual effect of moral education in our country has been greatly improved. In the face of such a dynamic curriculum, teachers' teaching methods should be constantly innovated. As a more scientific teaching method, teachers should try to apply this method in the teaching of morality and society, so as to make the moral character and social class glow with new vigor. As a first-line teacher, through reflection on the teaching of many moral and social classes, I have decided that the research object of this paper is the problems existing in the use of problem-teaching methods in the teaching of morality and society and the solutions to them. This paper mainly discusses the problems and solutions of problem teaching in moral and social teaching. The article includes introduction, text and conclusion. The introduction includes the question raising, the domestic and foreign research present situation, the research thought and the method. The text is divided into three parts. The first part is an overview of problem teaching, mainly from the meaning of problem teaching, theoretical basis, the particularity of problem teaching in moral and social teaching. This paper probes into the necessity of using problem teaching method in moral and social teaching. The second part is the problem and reason analysis of problem teaching in moral and social teaching. In my opinion, there are three main problems in the teaching of moral character and society: firstly, there are some deficiencies in the implementation of the problem teaching method; The second is that students have many problems in accepting and adapting to the problem teaching method, and the third is that it is difficult to implement the problem teaching method itself. In view of these existing problems, I have mainly analyzed from the following three aspects: first, because the teachers' comprehensive quality is not high, the problem teaching method is difficult to carry out smoothly, the second is the students' problem consciousness is generally weak under the influence of examination-oriented education; The third is the lack of initiative in the interaction between teachers and students. The third part is the solution of the problem teaching method in moral and social teaching. This part is mainly from three aspects, the first is to improve the quality of teachers. Strengthen the professional training of teachers, improve the professional level of teachers, so that the problem teaching method in moral and social teaching is scientifically applied; The second aspect is to fully arouse the enthusiasm of students, to inspire the cultivation of students' awareness of questions, to make students dare to ask, and to ask questions; the third aspect is to fully respect the main position of students and strive to create a harmonious, equal and democratic teacher-student relationship. The purpose of this paper is to create a dynamic teaching model by studying and innovating teachers' teaching ideas, highlighting the advantages of moral character and social teaching, arranging teaching resources reasonably, and creating a dynamic teaching model. At the same time, it can make the emotion between teachers and students more harmonious, the emotional exchange between teachers and students more smooth, and better achieve the goal of moral character and social class teaching.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.1
[Abstract]:China's new curriculum reform has been carried out for more than ten years, the requirements and ideas of curriculum reform are no longer unfamiliar to many teachers and students. Moral and social studies were born 13 years ago. It is a comprehensive course, closely linked with the student's life, accompanied by the student's slow growth. After thirteen years, moral character and society course is still a comprehensive course, starting from the third grade of primary school, based on students' life, forming students' good moral character, helping students to participate in society, learning to be a man as the core of the curriculum. A large number of facts have proved that the experiment of this course is successful, and the course is full of vitality, and the state has foresight in setting up moral and social courses, because the actual effect of moral education in our country has been greatly improved. In the face of such a dynamic curriculum, teachers' teaching methods should be constantly innovated. As a more scientific teaching method, teachers should try to apply this method in the teaching of morality and society, so as to make the moral character and social class glow with new vigor. As a first-line teacher, through reflection on the teaching of many moral and social classes, I have decided that the research object of this paper is the problems existing in the use of problem-teaching methods in the teaching of morality and society and the solutions to them. This paper mainly discusses the problems and solutions of problem teaching in moral and social teaching. The article includes introduction, text and conclusion. The introduction includes the question raising, the domestic and foreign research present situation, the research thought and the method. The text is divided into three parts. The first part is an overview of problem teaching, mainly from the meaning of problem teaching, theoretical basis, the particularity of problem teaching in moral and social teaching. This paper probes into the necessity of using problem teaching method in moral and social teaching. The second part is the problem and reason analysis of problem teaching in moral and social teaching. In my opinion, there are three main problems in the teaching of moral character and society: firstly, there are some deficiencies in the implementation of the problem teaching method; The second is that students have many problems in accepting and adapting to the problem teaching method, and the third is that it is difficult to implement the problem teaching method itself. In view of these existing problems, I have mainly analyzed from the following three aspects: first, because the teachers' comprehensive quality is not high, the problem teaching method is difficult to carry out smoothly, the second is the students' problem consciousness is generally weak under the influence of examination-oriented education; The third is the lack of initiative in the interaction between teachers and students. The third part is the solution of the problem teaching method in moral and social teaching. This part is mainly from three aspects, the first is to improve the quality of teachers. Strengthen the professional training of teachers, improve the professional level of teachers, so that the problem teaching method in moral and social teaching is scientifically applied; The second aspect is to fully arouse the enthusiasm of students, to inspire the cultivation of students' awareness of questions, to make students dare to ask, and to ask questions; the third aspect is to fully respect the main position of students and strive to create a harmonious, equal and democratic teacher-student relationship. The purpose of this paper is to create a dynamic teaching model by studying and innovating teachers' teaching ideas, highlighting the advantages of moral character and social teaching, arranging teaching resources reasonably, and creating a dynamic teaching model. At the same time, it can make the emotion between teachers and students more harmonious, the emotional exchange between teachers and students more smooth, and better achieve the goal of moral character and social class teaching.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.1
【相似文獻(xiàn)】
相關(guān)期刊論文 前10條
1 陶元紅;品德與社會(huì)課教學(xué)的實(shí)施探討[J];課程.教材.教法;2003年09期
2 朱學(xué)娣 ,陳遠(yuǎn)躍;融于品德與社會(huì)課的“四性”[J];教學(xué)與管理;2003年20期
3 張隨鄂;;品德與社會(huì)課如何培養(yǎng)小學(xué)生適應(yīng)社會(huì)的能力[J];新課程研究(教育研究與實(shí)驗(yàn));2005年02期
4 顧雪飛;;感受著·感動(dòng)著·行動(dòng)著——一堂“品德與社會(huì)”課的教學(xué)設(shè)想[J];思想·理論·教育;2006年10期
5 袁忠德;;在品德與社會(huì)教學(xué)中關(guān)注學(xué)生參與感悟[J];中國農(nóng)村教育;2007年Z1期
6 何代俊;;淺議主動(dòng)學(xué)習(xí)理念在品德與社會(huì)課程中的體現(xiàn)[J];科學(xué)咨詢(教育科研);2009年04期
7 李東紅;;如何構(gòu)建高效的品德與社會(huì)課堂[J];教育科研論壇;2009年06期
8 臧t，
本文編號(hào)：2356954
本文鏈接：http://www.sikaile.net/jiaoyulunwen/xiaoxuejiaoyu/2356954.html
最近更新
教材專著
