本文選題：高中思想政治 + 有效合作學(xué)習(xí)��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：在信息化高速發(fā)展和知識(shí)日新月異的時(shí)代,教育帶給了人們新的挑戰(zhàn),“教什么”、“怎么教”、“教到什么程度”等都成為了無數(shù)教師不得不面對(duì)的難題�！痘A(chǔ)教育課程改革綱要》強(qiáng)調(diào)更加注重培養(yǎng)學(xué)生搜集和處理信息的能力、獲取新知識(shí)的能力、分析和解決問題的能力以及交流與合作的能力。學(xué)會(huì)知識(shí)固然重要,但根據(jù)課程改革的要求,學(xué)會(huì)學(xué)習(xí)才是為學(xué)生以后的學(xué)習(xí)發(fā)展奠定基礎(chǔ)。在眾多的學(xué)習(xí)方式中,合作學(xué)習(xí)是被實(shí)踐證明了的一種高效的學(xué)習(xí)方式。合作學(xué)習(xí)研究興起于美國(guó)20世紀(jì)70年代,是以小組學(xué)習(xí)為主要組織形式,以生生互動(dòng)為特色的教學(xué)模式。實(shí)踐證明,有效的合作學(xué)習(xí)能夠提高學(xué)生的學(xué)習(xí)興趣、學(xué)習(xí)能力和學(xué)習(xí)成績(jī),同時(shí)有利于學(xué)生形成團(tuán)結(jié)協(xié)作的觀念意識(shí)。然而,作為高中政治一線教師,我在教育教學(xué)實(shí)踐中,發(fā)現(xiàn)目前高中思想政治教學(xué)中無效合作學(xué)習(xí)的現(xiàn)象普遍存在,比如學(xué)生合作意愿不強(qiáng)烈,合作學(xué)習(xí)過程中只是少數(shù)人的獨(dú)角戲,教學(xué)目標(biāo)難以達(dá)成,考試成績(jī)不理想,合作意識(shí)沒有得到有效的培養(yǎng)等。本文通過實(shí)踐和研究,提出有效的合作學(xué)習(xí)應(yīng)能夠激發(fā)學(xué)生學(xué)習(xí)興趣,減輕教師的教學(xué)負(fù)擔(dān),促進(jìn)良好課堂氛圍的形成,促進(jìn)全體學(xué)生的共同發(fā)展,提高學(xué)生的學(xué)習(xí)成績(jī),促進(jìn)學(xué)生的綜合素質(zhì)的提高等。在本文中,我還依據(jù)教育學(xué)和心理學(xué)以及相關(guān)的實(shí)踐分析了制約思想政治課有效合作學(xué)習(xí)的因素,教師的知識(shí)、技能、觀念以及多種客觀因素,例如學(xué)生情況差異、學(xué)科性質(zhì)差異、評(píng)價(jià)制度的異同等。最后一個(gè)部分也是本文的重點(diǎn),即如何提高高中思想政治課合作學(xué)習(xí)的有效性,本文給出以下建議：在教學(xué)理念上,堅(jiān)持生本理念,理順師生關(guān)系；在教學(xué)準(zhǔn)備上,教師充分準(zhǔn)備,合理引導(dǎo)學(xué)生；在教學(xué)過程上,注重過程互動(dòng),實(shí)施有效管理；在教學(xué)評(píng)價(jià)上,堅(jiān)持長(zhǎng)期過程,實(shí)施有效反饋。
[Abstract]:In the era of rapid development of information technology and rapid change of knowledge, education has brought people new challenges, "what to teach", "how to teach", "how to teach" has become a difficult problem that countless teachers have to face. The basic Education Curriculum Reform Program emphasizes more emphasis on developing students' ability to collect and process information and acquire new knowledge. Ability to analyze and solve problems and communicate and cooperate. It is important to learn knowledge, but according to the requirements of curriculum reform, learning to learn is to lay the foundation for the development of students in the future. Among the many learning methods, cooperative learning is an efficient learning method that has been proved by practice. Cooperative learning, which originated in the 1970s in the United States, is a teaching model with group learning as its main organizational form and student interaction as its characteristic. Practice has proved that effective cooperative learning can improve students' learning interest, learning ability and academic achievement, and help students to form a sense of unity and cooperation. However, as a first-line teacher in high school politics, in my teaching practice, I found that the phenomenon of ineffective cooperative learning in high school ideological and political teaching generally exists at present, for example, the students' willingness to cooperate is not strong. In the process of cooperative learning, it is only a monologue of a few people, the teaching goal is difficult to achieve, the examination result is not ideal, the cooperation consciousness has not been effectively cultivated and so on. Through practice and research, this paper puts forward that effective cooperative learning should stimulate students' interest in learning, lighten teachers' teaching burden, promote the formation of good classroom atmosphere, promote the common development of all students, and improve students' learning achievement. To promote the improvement of students' comprehensive quality, etc. In this paper, I also analyze the factors that restrict the effective cooperative learning of ideological and political lessons, teachers' knowledge, skills, concepts and various objective factors, such as the differences of students' situations, based on pedagogy, psychology and related practices. The difference of nature of subject, the similarities and differences of evaluation system, etc. The last part is also the focus of this paper, that is, how to improve the effectiveness of cooperative learning in high school ideological and political classes. This paper gives the following suggestions: in the teaching concept, adhere to the student-oriented concept, straighten out the teacher-student relationship; in teaching preparation, Teachers should fully prepare and guide students reasonably; pay attention to process interaction and implement effective management in teaching process; persist in long-term process and implement effective feedback in teaching evaluation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.2

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本文編號(hào)：1960526