發(fā)布時間：2018-06-20 16:14

  本文選題：民主式教學(xué) + 思想政治課��； 參考：《東北師范大學(xué)》2011年碩士論文

【摘要】：隨著社會的發(fā)展,各領(lǐng)域、各階層都展開了對歷史、現(xiàn)狀、未來的反思、探討。教育,承載著為國家輸送合格的建設(shè)者的重任,其改革勢在必行。傳統(tǒng)教學(xué)中存在著許多弊端,這早已是有目共睹,不少有識之士為探求新的出路從理論上和實(shí)踐上進(jìn)行了很多有意義的討論和摸索,積累了不少的經(jīng)驗(yàn)和教訓(xùn)。筆者選取民主教學(xué)這一逐漸被廣泛接受的模式,闡述民主式教學(xué)的意義,分析可能遇到的問題,并以實(shí)例進(jìn)行說明,旨在為教育改革提供一條有價值的思路。 論文由以下幾個部分組成: 引言部分:簡述當(dāng)前社會對教育改革的需求,針對傳統(tǒng)教學(xué)中的存在弊端引出對民主式教學(xué)的探討。 第一部分是民主式教學(xué)的含義及其理論根據(jù),分別從三個層次進(jìn)行了闡述。首先,根據(jù)有關(guān)民主教育的思想,概括出民主式教學(xué)的含義,并對民主式教育所具有的平等性、主體性、開放性、愉悅性等特征進(jìn)行闡述。其次,從盧梭的自然主義教育思想、杜威的民主主義教育思想、羅杰斯的人本主義教學(xué)理論梳理出民主式教學(xué)的理論淵源。再次,總結(jié)我國現(xiàn)代著名的教育家陶行知和當(dāng)代著名教育改革家魏書生及李鎮(zhèn)西老師的實(shí)例,介紹在我國實(shí)施民主式教學(xué)的實(shí)踐基礎(chǔ)。 第二部分是講在思想政治課中應(yīng)用民主式教學(xué)的必要性,說明實(shí)施民主式教學(xué)的意義。民主式教學(xué)有著明顯的優(yōu)點(diǎn):調(diào)動學(xué)生參與教學(xué),提高其學(xué)習(xí)思想政治課的積極性;激發(fā)學(xué)生潛能,培養(yǎng)其創(chuàng)新能力;培養(yǎng)學(xué)生的民主意識,切實(shí)提高思想教育課的教學(xué)效果;推動教師對思想教育的方式、方法進(jìn)行創(chuàng)新。 第三部分主要講了一下當(dāng)前思想政治課教學(xué)的現(xiàn)狀及其存在的問題,從三個角度概括了傳統(tǒng)政治課教學(xué)存在的問題:課堂氣氛沉悶大于活躍;教學(xué)目標(biāo)應(yīng)試多于應(yīng)用;改革創(chuàng)新理論強(qiáng)于實(shí)踐。 第四部分針對當(dāng)前思想政治課教學(xué)現(xiàn)狀及其存在的問題,從五個方面講述在思想政治課中進(jìn)行民主式教學(xué)的具體實(shí)施策略:樹立民主式教學(xué)的科學(xué)理念,強(qiáng)化理論對教學(xué)實(shí)踐的指導(dǎo);充分認(rèn)識學(xué)生的個性差異,在教學(xué)中因材施教;運(yùn)用靈活多變的教學(xué)方法,激發(fā)學(xué)生參與教學(xué)的熱情;給予學(xué)生必要的知識和心理支撐,增強(qiáng)學(xué)生參與教學(xué)活動的信心;優(yōu)化教學(xué)評價模式,激勵學(xué)生積極進(jìn)取;接受終身學(xué)習(xí)的思想,不斷提高自身素質(zhì)。 第五部分以教學(xué)實(shí)例演示民主式教學(xué)在思想政治課中的應(yīng)用。 第六部分對于在思想政治課中進(jìn)行民主式教學(xué)時應(yīng)注意的問題進(jìn)行探討,俗話說:“教學(xué)有法,本無定法,貴在得法�！睕]有任何一種教學(xué)模式是萬能的,可以包攬一切教學(xué)任務(wù),民主式教學(xué)也不例外,在思想政治課中運(yùn)用民主式教學(xué)也應(yīng)注意可能存在的一些問題。如:為避免少數(shù)學(xué)生壟斷課堂,需要調(diào)動每一位學(xué)生的主體意識;為避免課堂走向渙散,呼吁正確看待教師主導(dǎo)和學(xué)生主體等等。
[Abstract]:With the development of the society, all fields and strata have begun to reflect on the history, the present situation and the future. Education, carrying the burden of transporting qualified builders for the country, its reform is imperative. There are many disadvantages in traditional teaching, which is already obvious to all, many people of insight have carried out a lot of meaningful discussion and exploration in theory and practice, and accumulated a lot of experience and lessons in order to find a new way out. The author chooses the model of democratic teaching, which is gradually accepted widely, expounds the significance of democratic teaching, analyzes the problems that may be encountered, and explains it with an example, in order to provide a valuable way of thinking for the educational reform. The paper is composed of the following parts: introduction: brief introduction of the current social demand for educational reform, in view of the shortcomings of traditional teaching leads to the discussion of democratic teaching. The first part is the meaning of democratic teaching and its theoretical basis, respectively from three levels. Firstly, according to the thought of democratic education, the meaning of democratic teaching is summarized, and the characteristics of democratic education such as equality, subjectivity, openness and pleasure are expounded. Secondly, from Rousseau's naturalistic educational thought, Dewey's democratic educational thought and Rogers' humanistic teaching theory, the theoretical origin of democratic teaching is sorted out. Thirdly, the author summarizes the examples of modern famous educationist Tao Xingzhi and contemporary famous educational reformers Wei Shusheng and Li Zhenxi, and introduces the practical basis of implementing democratic teaching in our country. The second part is about the necessity of applying democratic teaching in ideological and political course, and explains the significance of implementing democratic teaching. The democratic teaching has obvious advantages: to arouse students' participation in teaching, to improve their enthusiasm in studying ideological and political courses, to stimulate students' potential, to cultivate their innovative ability, to cultivate students' democratic consciousness, and to improve the teaching effect of ideological education courses. To promote teachers' innovation in the ways and methods of ideological education. The third part mainly talks about the present situation of ideological and political course teaching and its existing problems, summarizes the problems of traditional political course teaching from three angles: the classroom atmosphere is more boring than active, the teaching goal is more than application; Reform and innovation theory is better than practice. In the fourth part, according to the current situation of ideological and political teaching and its existing problems, the author discusses the specific implementation strategies of democratic teaching in the ideological and political course from five aspects: establishing the scientific concept of democratic teaching, Strengthen the guidance of theory to teaching practice; fully understand students' personality differences, teach students according to their aptitude in teaching; use flexible teaching methods to stimulate students' enthusiasm to participate in teaching; give students necessary knowledge and psychological support. We should strengthen students' confidence in participating in teaching activities, optimize teaching evaluation mode, encourage students to make progress actively, accept the thought of lifelong learning, and improve their own quality constantly. The fifth part demonstrates the application of democratic teaching in ideological and political course with teaching examples. The sixth part discusses the problems that should be paid attention to when carrying out the democratic teaching in the ideological and political course. As the saying goes, "there is a law in teaching, but there is no way to determine it." No one kind of teaching mode is omnipotent, it can take on all teaching tasks, and democratic teaching is no exception. The application of democratic teaching in ideological and political teaching should also pay attention to some possible problems. For example, in order to avoid a few students monopolizing the classroom, it is necessary to mobilize the subject consciousness of each student, and to avoid the slackening of the classroom, it is necessary to call for a correct view of teacher-led and student-oriented, and so on.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：D64-4

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