本文選題：思想政治課 + 《政治生活》　； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：議題中心教學(xué)法近年來(lái)在西方及我國(guó)臺(tái)灣地區(qū)社會(huì)科教育中受到了廣泛關(guān)注,它被認(rèn)為是培養(yǎng)公民素養(yǎng),提升中學(xué)生的公共參與的知識(shí)、能力及態(tài)度,培養(yǎng)學(xué)生反省與解決問(wèn)題的能力,進(jìn)而能在實(shí)際的社會(huì)生活中做出明智的決定的有效途徑,有利于思想政治課程核心素養(yǎng)的培育。縱觀國(guó)內(nèi)思想政治課的相關(guān)研究,發(fā)現(xiàn)少有研究者對(duì)議題中心教學(xué)法在思想政治課程中的應(yīng)用進(jìn)行系統(tǒng)地研究與探索。因此,本文嘗試就這一內(nèi)容進(jìn)行初步研究,旨在能引起國(guó)內(nèi)相關(guān)教育工作者和研究者的關(guān)注與重視,豐富我國(guó)公民教育的理論研究,促進(jìn)活動(dòng)型思想政治課程教學(xué)的發(fā)展。本研究以議題中心教學(xué)法之結(jié)構(gòu)性爭(zhēng)論模式為核心,開展《政治生活》的教學(xué),著力于探討議題中心教學(xué)法融入《政治生活》教學(xué)的可行性,并分析其對(duì)學(xué)生公民素養(yǎng)培育及參與行為的影響。為達(dá)到上述目的,研究者以本人實(shí)習(xí)所在高中高一年級(jí)三個(gè)常態(tài)分布班級(jí)共156名學(xué)生為研究對(duì)象,以議題中心教學(xué)法結(jié)構(gòu)性爭(zhēng)論模式—— “人民代表大會(huì)的職權(quán)-'山寨'立法議案”議題進(jìn)行教學(xué),課程共計(jì)九節(jié)課,為期一個(gè)月。在實(shí)踐教學(xué)完成后,以“議題中心教學(xué)模式意見(jiàn)調(diào)查表”作為調(diào)查工具進(jìn)行教學(xué)效果的測(cè)評(píng)及分析,并以隨機(jī)抽樣的方式,選取20位學(xué)生進(jìn)行半結(jié)構(gòu)式的訪談,以此深入了解學(xué)生對(duì)議題中心教學(xué)法的學(xué)習(xí)感受以及對(duì)公共議題的批判思考能力與民主參與的能力等方面之改變情形。經(jīng)由分析統(tǒng)計(jì)獲得以下結(jié)論,茲列舉如下,以期對(duì)未來(lái)后續(xù)研究者有所助益:一、議題中心教學(xué)法融入《政治生活》教學(xué)成效較好。議題中心教學(xué)法在對(duì)學(xué)生學(xué)習(xí)興趣、民主參與、科際統(tǒng)整、公民素養(yǎng)、批判性思考的能力上均有正面提升的成效。二、學(xué)生學(xué)習(xí)后,對(duì)社會(huì)熱點(diǎn)問(wèn)題能有更深的認(rèn)識(shí)與了解,并能激起學(xué)生公眾參與、理性精神、法治意識(shí)、政治認(rèn)同的實(shí)際行動(dòng)。三、經(jīng)過(guò)教學(xué)后,學(xué)生在面對(duì)社會(huì)熱點(diǎn)爭(zhēng)議性議題時(shí),在分析問(wèn)題的能力上,思考路徑更為多元,絕大部分學(xué)生能在教學(xué)后寫出更多正反雙方的意見(jiàn),提出更多元的解決方案,同時(shí)將觀念轉(zhuǎn)化為參與實(shí)際社會(huì)活動(dòng)的意愿和能力也有所提升。四、學(xué)生普遍對(duì)“議題中心教學(xué)法融入《政治生活》教學(xué)”持積極正面的態(tài)度,大多數(shù)學(xué)生表示希望教師在今后能實(shí)施類似的教學(xué)活動(dòng)。五、最后,依據(jù)研究的結(jié)果對(duì)未來(lái)議題中心教學(xué)法的研究提出了相關(guān)具體建議,作為日后以議題中心教學(xué)法進(jìn)行《政治生活》教學(xué)及后續(xù)研究的參考。
[Abstract]:In recent years, the topic centered teaching method has received extensive attention in the western and Taiwan social education. It is considered to be the cultivation of civic literacy, and to enhance the knowledge, ability and attitude of the public participation of middle school students. It is beneficial to cultivate the students' ability to reflect and solve problems, and then to make wise decisions in the actual social life, which is beneficial to the cultivation of ideological and political curriculum core accomplishment. Looking at the relevant research of ideological and political courses in China, it is found that few researchers have systematically studied and explored the application of issue-centered teaching method in ideological and political courses. Therefore, this paper attempts to carry on the preliminary research on this content, in order to arouse the attention and attention of the relevant educators and researchers in China, enrich the theoretical research of the civic education in our country, and promote the development of the active ideological and political course teaching. This study focuses on the structural debate model of the issue-centered teaching method, carries out the teaching of "political life", and focuses on the feasibility of integrating the issue-centered teaching method into the "political life" teaching. And analyzes its influence on the cultivation of students' civic literacy and participation behavior. In order to achieve the above purpose, the researcher took 156 students in the three normal classes of the first year of senior high school as the subjects. The topic of "the people's Congress's functions and powers-the Shanzhai Legislative Bill" is taught in a total of nine sessions for one month. After the completion of practical teaching, the questionnaire of opinion on topic centered teaching mode was used as the investigation tool to evaluate and analyze the teaching effect, and 20 students were selected to conduct semi-structured interviews by random sampling. In this way, we can deeply understand the changes of students' learning experience of issue-centered teaching method, critical thinking ability and democratic participation ability of public issues. Through the analysis of statistics, the following conclusions are listed in this paper, in order to help the future researchers: first, the topic centered teaching method into the "political life" teaching results are better. Topic-centered approach has positive effects on students' interest in learning, democratic participation, integration of subjects, citizenship and critical thinking ability. Second, after studying, students can have a deeper understanding and understanding of the hot social issues, and can arouse students' public participation, rational spirit, awareness of the rule of law, political identity of the actual action. Third, after teaching, students are faced with hot and controversial issues in society, and their thinking paths are more diversified in terms of their ability to analyze problems. Most students can write out more positive and negative opinions after teaching and put forward more multi-element solutions. At the same time, the will and ability to transform ideas into actual social activities has also been improved. Fourthly, the students generally have a positive attitude towards the integration of the topic centered teaching method into "political life" teaching, and most of the students expressed the hope that teachers would implement similar teaching activities in the future. Finally, based on the results of the study, the author puts forward some specific suggestions for the future research on the topic centered teaching method, which can be used as a reference for the future research on the subject centered teaching method in the teaching of political life and its follow-up research.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2

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