【摘要】：隨著時(shí)代的發(fā)展和科學(xué)技術(shù)的迅速提升,社會(huì)對人才數(shù)量的要求在下降,轉(zhuǎn)而對人才的質(zhì)量提出了更高的要求,培養(yǎng)創(chuàng)新人才的理念需不斷深入與發(fā)展。其中,提升學(xué)生的綜合素質(zhì)成為了當(dāng)前教育所關(guān)注的重要內(nèi)容。新的課程改革對高中思想政治課提出了新的要求,提倡培養(yǎng)學(xué)生的“自主、合作和探究”能力。“三疑三探”教學(xué)模式就是適應(yīng)當(dāng)前高中思想政治課教學(xué)改革潮流的一種教學(xué)模式。“三疑三探”教學(xué)模式是指在一定的教學(xué)思想或教育理論指導(dǎo)下建立起來的較為穩(wěn)定和成熟的教學(xué)活動(dòng)程序和方法。它分為設(shè)疑自探、解疑合探、質(zhì)疑再探三個(gè)循序漸進(jìn)、環(huán)環(huán)相扣的教學(xué)環(huán)節(jié)。體現(xiàn)出注重問題導(dǎo)向、注重小組的建設(shè)與合作、注重課堂過程的生成性、注重學(xué)生的自主學(xué)習(xí)和評價(jià)的特點(diǎn)。這種教學(xué)模式,既體現(xiàn)了新課改的精神,同時(shí)也有利于提升學(xué)生的知識(shí)、能力,以及培養(yǎng)學(xué)生正確良好的情感、態(tài)度和價(jià)值觀等,在一定程度上豐富和發(fā)展了思想政治課教學(xué)模式,對學(xué)生的全面發(fā)展、教師的專業(yè)發(fā)展、教學(xué)過程的優(yōu)化以及高中思想政治課程的改革具有重要意義。作為新發(fā)展研究的教學(xué)模式,它的產(chǎn)生有其教育學(xué)、心理學(xué)和哲學(xué)依據(jù)。杜威的教育思想、建構(gòu)主義理論、人本主義理論以及“最近發(fā)展區(qū)”理論等,是該模式產(chǎn)生的教育學(xué)依據(jù);問題思維和創(chuàng)新思維,是“三疑三探”教學(xué)模式產(chǎn)生的心理學(xué)依據(jù);馬克思主義哲學(xué)中的反映論、發(fā)展觀和矛盾觀,是“三疑三探”教學(xué)模式產(chǎn)生的哲學(xué)依據(jù)。通過筆者的實(shí)際調(diào)查研究發(fā)現(xiàn),“三疑三探”教學(xué)模式在運(yùn)用過程中面臨著限制其發(fā)展的瓶頸,比如:問題設(shè)置不合理、師生角色沖突、時(shí)間設(shè)置不恰當(dāng)、教學(xué)評價(jià)滯后等問題。因此,要更好地實(shí)施“三疑三探”教學(xué)模式,應(yīng)當(dāng)通過精心設(shè)置問題、正確處理好師生角色、合理安排時(shí)間、創(chuàng)新教學(xué)評價(jià)等途徑來得到改進(jìn)與完善。
[Abstract]:With the development of the times and the rapid improvement of science and technology, the demand for the quantity of talents is decreasing, and the quality of talents is required to be higher. The idea of cultivating innovative talents needs to be deepened and developed constantly. Among them, improving students' comprehensive quality has become an important content of current education. The new curriculum reform puts forward new requirements for the ideological and political course of senior high school, and advocates the cultivation of students' ability of "autonomy, cooperation and inquiry". The teaching mode of "three doubts and three explorations" is a kind of teaching mode which adapts to the current trend of high school ideological and political teaching reform. The teaching mode of "three doubts and three explorations" refers to a relatively stable and mature procedure and method of teaching activities established under the guidance of certain teaching thoughts or educational theories. It is divided into three teaching links, namely, setting up self-inquiry, solving doubt and probing, questioning and further exploring step by step and intertwined with each other. It shows that it pays attention to problem orientation, group construction and cooperation, the generative nature of classroom process, and the characteristics of students' independent learning and evaluation. This teaching mode not only embodies the spirit of the new curriculum reform, but also helps to enhance students' knowledge and ability, as well as to cultivate students' correct and good feelings, attitudes and values. To a certain extent, it enriches and develops the teaching mode of ideological and political course, which is of great significance to the all-round development of students, the professional development of teachers, the optimization of teaching process and the reform of ideological and political curriculum in senior high school. As the teaching mode of new development research, it has its pedagogy, psychology and philosophy basis. Dewey's educational thought, constructivism theory, humanism theory and the theory of "proximate development zone" are the pedagogical basis of this model, and the problem thinking and innovative thinking are the psychological basis of the "three doubts and three explorations" teaching mode. The theory of reflection, the view of development and the view of contradiction in Marxist philosophy are the philosophical basis for the teaching mode of "three doubts and three explorations". Through the author's actual investigation and study, it is found that the teaching mode of "three doubts and three explorations" is facing the bottleneck of restricting its development in the course of application, such as unreasonable problem setting, conflict between teachers and students' role, inappropriate time setting, etc. Teaching evaluation lags behind. Therefore, in order to better carry out the teaching mode of "three doubts and three explorations", we should improve and perfect the teaching mode by carefully setting up problems, correctly handling the roles of teachers and students, arranging the time reasonably, innovating teaching evaluation, and so on.
【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

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳輝;郭子其;;研究性學(xué)習(xí)視域下高中歷史問題教學(xué)初探[J];課程.教材.教法;2016年10期

2 宋彥紅;;“三疑三探”教學(xué)模式探討[J];現(xiàn)代交際;2014年12期

3 劉俊英;;用“疑探”式教學(xué)打開學(xué)生的思維[J];華夏教師;2013年11期

4 連蓮;;國外問題式學(xué)習(xí)教學(xué)模式述評[J];福建師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2013年04期

5 邱英瑛;;淺談思想政治課教學(xué)中的探究式問題教學(xué)法[J];黑龍江科技信息;2013年07期

6 林眾;馮瑞琴;羅良;;自主學(xué)習(xí)合作學(xué)習(xí)探究學(xué)習(xí)的實(shí)質(zhì)及其關(guān)系[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年06期

7 王茜茜;;新課程改革中的探究學(xué)習(xí)研究[J];現(xiàn)代教育科學(xué);2011年04期

8 王霞;;“問題解決”教學(xué)模式在高等數(shù)學(xué)教學(xué)中的實(shí)踐運(yùn)用與實(shí)驗(yàn)結(jié)果分析[J];大學(xué)數(shù)學(xué);2010年06期

9 楊麗;;問題教學(xué)中的三疑三探模式[J];文學(xué)教育(下);2009年07期

10 李文利;;“學(xué)案導(dǎo)學(xué)式”課堂教學(xué)模式的探究[J];廣西教育學(xué)院學(xué)報(bào);2007年03期

相關(guān)碩士學(xué)位論文 前5條

1 趙銀梅;“小組合作，，疑探結(jié)合”教學(xué)模式在學(xué)案導(dǎo)學(xué)中的實(shí)踐研究[D];內(nèi)蒙古師范大學(xué);2016年

2 李冠一;高中思想政治課探究式教學(xué)研究[D];燕山大學(xué);2015年

3 王爽;“三疑三探”教學(xué)模式在中學(xué)思想政治課的運(yùn)用[D];西華師范大學(xué);2015年

4 陳丹;探究式學(xué)習(xí)在高中思想政治課教學(xué)中的運(yùn)用研究[D];華中師范大學(xué);2014年

5 朱婷;高中思想政治課探究性學(xué)習(xí)實(shí)施策略探究[D];陜西師范大學(xué);2014年

本文編號：2308695