發(fā)布時(shí)間：2018-10-19 12:22

【摘要】：在新一輪國家基礎(chǔ)教育課程改革的影響下,人們逐漸關(guān)注教學(xué)資源的研究,從而關(guān)注到生成性資源。生成性資源作為一種特定的教學(xué)資源,指課堂上教師和學(xué)生等多種因素相互作用下產(chǎn)生不可預(yù)知的、變化的、動(dòng)態(tài)的教學(xué)資源。就高中思想政治課的特點(diǎn)而言,比其他學(xué)科更具有動(dòng)態(tài)性,因此高中思想政治課堂中的生成性資源值得廣大教育者重視與研究。對(duì)高中思想政治課堂生成性資源利用進(jìn)行探究,有利于深化高中思想政治課程改革,有利于豐富高中思想政治課課程資源的研究,有利于提高高中政治教師的專業(yè)素質(zhì)和實(shí)現(xiàn)高中政治課堂的有效性,有利于提升其課堂的趣味性。通過查閱及收集豐富的文獻(xiàn)資料并且結(jié)合自身及他人的教學(xué)實(shí)踐案例,透徹分析課堂中生成性資源利用存在的問題及原因�；诖�,提出對(duì)高中思想政治課堂生成性資源利用的改進(jìn)對(duì)策,希望能給一線高中政治教師給予借鑒。本文主要內(nèi)容分為三部分:第一部分主要對(duì)高中思想政治課堂生成性資源界定及其利用的重要性進(jìn)行闡述。文中高中思想政治課堂生成性資源具有動(dòng)態(tài)性、真實(shí)性、情景性、發(fā)展性等基本特征。高中思想政治課堂生成性資源的利用有利于提高高中學(xué)生的綜合素質(zhì),有利于提高高中政治教師的專業(yè)素質(zhì),有利于提高高中思想政治課堂的有效性,有利于豐富高中思想政治課課程資源的開發(fā)。第二部分結(jié)合案例分析高中思想政治課堂生成性資源利用存在的問題是看不到,抓不住,抓不當(dāng),不會(huì)用四個(gè)方面。并結(jié)合教學(xué)中的案例對(duì)這些問題的原因進(jìn)行分析,分別是:意識(shí)不到—習(xí)慣于常規(guī)思維;能力不足—專業(yè)素質(zhì)缺失;視野不廣—應(yīng)試教育的約束;方法不當(dāng)—科學(xué)指導(dǎo)的缺乏。第三部分結(jié)合典型案例提出高中思想政治課堂生成性資源利用策略:動(dòng)靜相宜—留有生成;創(chuàng)造情景—激發(fā)生成;抓住時(shí)機(jī)—捕捉生成;機(jī)智引領(lǐng)—運(yùn)用生成;積極反思—提煉生成。
[Abstract]:Under the influence of the new national basic education curriculum reform, people gradually pay attention to the research of teaching resources and thus pay attention to the generative resources. As a kind of special teaching resources, generative resources refer to the unpredictable, changing and dynamic teaching resources under the interaction of teachers and students in the classroom. As far as the characteristics of high school ideological and political courses are concerned, they are more dynamic than other subjects. Therefore, the generative resources in high school ideological and political classes are worthy of attention and research by educators. To explore the utilization of generative resources in high school ideological and political classroom is beneficial to deepen the reform of ideological and political curriculum in senior high school and to enrich the research on curriculum resources of ideological and political course in senior high school. It is helpful to improve the professional quality of high school political teachers and to realize the effectiveness of high school politics classroom. Through consulting and collecting abundant literature and combining with teaching practice cases of oneself and others, the problems and reasons of using generative resources in classroom are thoroughly analyzed. Based on this, this paper puts forward the countermeasures to improve the utilization of generative resources in high school ideological and political classroom, hoping to give a reference to the political teachers in the first line of senior high school. The main content of this paper is divided into three parts: the first part mainly expounds the importance of defining and utilizing generative resources in high school ideological and political classroom. In this paper, the generative resources of ideological and political classroom in senior high school are characterized by dynamic, authenticity, situational, developmental and so on. The utilization of generative resources in high school ideological and political classroom is conducive to improving the comprehensive quality of high school students, improving the professional quality of high school political teachers, and improving the effectiveness of high school ideological and political classroom. In order to enrich the development of high school ideological and political curriculum resources. The second part analyzes the problems in the use of generative resources in high school ideological and political classroom by case study. The causes of these problems are as follows: unconsciousness-habit to conventional thinking; lack of ability-lack of professional quality; limited vision-constraints of examination-oriented education; lack of methods-lack of scientific guidance. The third part puts forward the strategies of making use of generative resources in high school ideological and political classroom based on typical cases: dynamic and dynamic appropriate-reserved generation; creating situational-stimulating generation; seizing opportunity-capture generation; witty leading-applying generation; Positive reflection-extraction and generation.
【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】：2017
【分類號(hào)】：G633.2

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本文編號(hào)：2281098