本文選題：思想品德課 + 拋錨式教學�。� 參考：《沈陽師范大學》2017年碩士論文

【摘要】：隨著新課改的不斷發(fā)展,思想品德學科教學強調改變傳統(tǒng)的填鴨式教學方式,培養(yǎng)學生學會學習的能力,培養(yǎng)學生樂于主動學習的意識。拋錨式教立足把“錨”貫穿在整體教學過程中,提出教師要認真鉆研教學理論,把握課程標準。教師要根據(jù)教材和學生的實際情況創(chuàng)設真實有效的問題情境,激發(fā)學生對問題的探索精神,使學生樂于主動研究問題。同時拋錨式教學也能夠增強師生之間的互動性,活躍課堂的教學氣氛,能夠幫助教師更好的進行教學。因此,許多學校紛紛將拋錨式教學應用到學科教學中,尤其是思想品德學科的教學中,使得教學質量得到明顯提升。但是每一種教學都不是完美的,在實際的應用中都會存在一些問題,正視這些問題才能找到更好的解決辦法來促進思想品德學科更好的發(fā)展。本文共分為四部分,第一部分首先從拋錨式教學應用的意義出發(fā),整理了國內外的研究成果,運用文獻研究的方法、課堂觀察的方法和案例分析法進行研究。闡述了拋錨式教學在思想品德課中應用的理論和現(xiàn)實意義,說明了拋錨式教學有利于思想品德教師的專業(yè)成長;有利于學生的成長和發(fā)展;有利于實現(xiàn)思想品德課的高效教學;第二部分對拋錨式教學進行概述,論述了拋錨式教學的內涵及特點,從建構主義理論、情境認知理論和人本主義學習理論的觀點出發(fā),在第三部分中,對拋錨式教學在思想品德課中應用的課例進行全面的分析,分析了拋錨式教學在思想品德課應用的效果,分析了拋錨式教學在思想品德課教學中存在的一些問題;在第四部分中針對拋錨式教學存在的問題提出了有效運用拋錨式教學的對策;最后對文章進行了總結,明確了拋錨式教學對思想品德學科教學的重要作用,為教師更好的運用拋錨式教學提供了一定的理論依據(jù)。
[Abstract]:With the development of new curriculum reform, ideological and moral teaching emphasizes changing the traditional way of spoon-feeding teaching, cultivating students' ability to learn, and cultivating students' consciousness of willing to learn actively. Based on the "anchor" teaching in the whole teaching process, it is proposed that teachers should study the teaching theory and grasp the curriculum standards. Teachers should create real and effective problem situations according to the teaching materials and students' actual conditions, stimulate students' spirit of exploring problems, and make students willing to study problems actively. At the same time, anchored teaching can also enhance the interaction between teachers and students, active classroom teaching atmosphere, can help teachers better teaching. Therefore, many schools have applied anchored teaching to the subject teaching, especially in the ideological and moral teaching, so that the quality of teaching has been significantly improved. However, each kind of teaching is not perfect, there will be some problems in the practical application. Only by facing these problems can we find a better solution to promote the better development of the subject of ideological and moral character. This paper is divided into four parts. The first part starts from the significance of the application of anchored teaching, collates the research results at home and abroad, uses the method of literature research, the method of classroom observation and the method of case analysis. This paper expounds the theoretical and practical significance of the application of anchored teaching in the course of ideological and moral education, and explains that the anchored teaching is beneficial to the professional growth of ideological and moral teachers, to the growth and development of students, to the realization of efficient teaching of ideological and moral education. The second part summarizes the anchored teaching, discusses the connotation and characteristics of the anchored teaching, from the perspective of constructivism theory, situational cognition theory and humanism learning theory, in the third part, This paper makes a comprehensive analysis of the application of anchored teaching in the ideological and moral course, analyzes the effect of the application of the anchored teaching in the ideological and moral course, and analyzes on some problems existing in the anchored teaching in the ideological and moral teaching. In the fourth part, aiming at the problems existing in the anchored teaching, the author puts forward the countermeasures of the effective application of the anchored teaching, and finally summarizes the article, and clarifies the important role of the anchored teaching in the teaching of the subject of ideological and moral character. It provides some theoretical basis for teachers to use anchor teaching better.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.2

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