【摘要】：隨著課程與教學(xué)改革的深入發(fā)展,高中思想政治課課程標(biāo)準(zhǔn)于2004年正式確立了知識、能力以及情感態(tài)度價值觀三維目標(biāo)體系,力求實現(xiàn)過去過于注重知識傳授和學(xué)科體系到更為注重學(xué)生能力發(fā)展和情感態(tài)度價值觀培養(yǎng)的轉(zhuǎn)變。然而受考試、升學(xué)壓力影響,當(dāng)前高中思想政治課教學(xué)仍以知識本位為主,情感目標(biāo)的達成狀況令人堪憂。因此,如何在高中思想政治課中有效達成情感目標(biāo),尚需持續(xù)實踐與探索。正文由三部分構(gòu)成:第一部分,對高中思想政治課中情感目標(biāo)進行相關(guān)概述。首先厘定文中相關(guān)概念,明確高中思想政治課情感目標(biāo)的涵義,結(jié)合教學(xué)目標(biāo)分類學(xué)說有關(guān)內(nèi)容,設(shè)定了高中思想政治課中情感目標(biāo)達成的層級表,以便后期運用量化方法或質(zhì)性方法對情感目標(biāo)的達成水平進行評估;最后從高中思想政治課三維目標(biāo)間的相互關(guān)系中分析出了情感目標(biāo)的重要地位,進而充分體現(xiàn)出其達成必要性。第二部分,探討當(dāng)前高中思想政治課情感目標(biāo)達成存在的問題及成因。通過調(diào)查發(fā)現(xiàn)高中思想政治課情感目標(biāo)在當(dāng)前的達成過程中主要存在五個問題:情感目標(biāo)落空、情感目標(biāo)單一、情感目標(biāo)理解偏差、情感目標(biāo)陳述主客體錯位、情感目標(biāo)知行脫節(jié)。而導(dǎo)致問題出現(xiàn)的原因有:校園文化趨向功利化、現(xiàn)代教育觀在落實上大打折扣、教師情感教育能力不足以及情感目標(biāo)本身具有復(fù)雜性。第三部分,構(gòu)建高中思想政治課情感目標(biāo)有效達成的策略:首先是層層深入,增進對情感目標(biāo)的認(rèn)識;其次是精心預(yù)設(shè),創(chuàng)新教學(xué)設(shè)計;然后還得注重情感體驗,捕捉生成資源;最后要強化實踐環(huán)節(jié),回歸生活,促進學(xué)生成長。
[Abstract]:With the development of curriculum and teaching reform, in 2004, the curriculum standard of ideological and political course in senior high school formally established the three-dimensional target system of knowledge, ability, emotion, attitude and values. In the past, we should try to realize the change from paying too much attention to knowledge imparting and discipline system to paying more attention to the development of students' ability and the cultivation of emotional attitude and values. However, under the influence of examination and higher education pressure, the current ideological and political teaching in senior high school is still based on knowledge, and the achievement of emotional goals is worrying. Therefore, how to achieve the emotional goal effectively in the high school ideological and political class needs to be continuously practiced and explored. The text consists of three parts: the first part, the emotional goals in the high school ideological and political class are summarized. First of all, it defines the relevant concepts in the paper, defines the meaning of emotional goals in high school ideological and political lesson, and sets up the hierarchy table of emotional goals in high school ideological and political classes by combining with the relevant contents of teaching goal classification theory. In order to use quantitative method or qualitative method to evaluate the achievement level of emotional goals in the later stage; finally, the importance of emotional goals is analyzed from the relationship between the three dimensional goals of high school ideological and political class. And then fully reflect its necessity to achieve. The second part, discusses the current high school ideological and political lesson emotion goal achievement existence question and the cause of formation. Through the investigation, it is found that there are five main problems in the current process of achieving the emotional goal in the ideological and political course of senior high school: the failure of the emotional goal, the single emotional goal, the deviation of the understanding of the emotional goal, the dislocation of the subject and the object in the statement of the emotional goal. Emotional goals are out of touch with knowledge and action. The causes of the problems are as follows: the campus culture tends to be utilitarian, the modern education concept is greatly compromised, the teachers' emotional education ability is insufficient and the emotional goal itself is complex. The third part is to construct the effective strategy to achieve the emotional goal of the high school ideological and political lesson: first, to deepen the level of understanding of the emotional goal; secondly, to create the teaching design by careful presupposition; and then to pay attention to the emotional experience. Capture generated resources; finally, strengthen the practice, return to life, and promote the growth of students.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.2

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