【摘要】：世界因生命而精彩,但實(shí)際生活中卻不時(shí)地上演自殘、自殺、傷害他人等悲劇,生命似乎不再有價(jià)值。在這些現(xiàn)象的背后,人們不禁要問教育應(yīng)該承擔(dān)什么樣的責(zé)任?于是人們開始對(duì)現(xiàn)行教育進(jìn)行反思,生命教育也隨之進(jìn)入人們的視野。然而,作為生命教育主要實(shí)施陣地的政治課教學(xué)長(zhǎng)期以來由于其特有的學(xué)科特點(diǎn),普遍存在著重社會(huì)本位輕學(xué)生個(gè)體、重空洞理論輕生活實(shí)際、重教師說教輕人文關(guān)懷等一系列弊端,忽視了個(gè)體生命的價(jià)值與意義。本文以“中學(xué)政治課教學(xué)中的生命教育”為研究主題,借鑒了國(guó)內(nèi)外各地區(qū)生命教育的實(shí)施情況,并以此基礎(chǔ)上論述了中學(xué)生命教育的必然性和現(xiàn)行政治課教學(xué)中生命教育的缺失及成因,探索了在中學(xué)政治課教學(xué)中滲透生命教育的對(duì)策。因此本文在幫助中學(xué)生樹立正確生命觀和發(fā)揮政治課教學(xué)實(shí)效性方面具有一定的現(xiàn)實(shí)意義。本文共分為五個(gè)部分。第一部分：導(dǎo)論。說明生命教育的研究緣起、意義、國(guó)內(nèi)外各地區(qū)生命教育研究現(xiàn)狀及文章整體的研究思路、方法。筆者直面中學(xué)生對(duì)生命麻木甚至于蔑視的現(xiàn)狀,希冀通過生命教育的實(shí)施最大限度的在政治課教學(xué)中滲透生命教育。第二部分：生命教育是中學(xué)政治課教學(xué)的應(yīng)然要求。這個(gè)部分解讀了生命教育的內(nèi)涵,論述了生命教育的特征,闡明了在中學(xué)政治課教學(xué)中滲透生命教育的必然性。第三部分：中學(xué)政治課教學(xué)中生命教育的缺失。筆者從師生關(guān)系、實(shí)施方法、教學(xué)內(nèi)容、生命體驗(yàn)等多方面描述了中學(xué)政治課堂上生命教育的缺失現(xiàn)狀。第四部分：反思中學(xué)政治課教學(xué)中生命教育的缺失。筆者從社會(huì)環(huán)境、政治教師、學(xué)生個(gè)體三方面分析了中學(xué)政治課教學(xué)中生命教育的缺失原因。第五部分：優(yōu)化中學(xué)政治課教學(xué)中生命教育的對(duì)策。此部分是本文的關(guān)鍵核心部分,筆者主要從建成社會(huì)生命網(wǎng)絡(luò)體系、提升政治教師生命教育素養(yǎng)、提高中學(xué)生對(duì)生命教育的認(rèn)識(shí)三個(gè)維度提出優(yōu)化對(duì)策。筆者力求通過生命教育在中學(xué)政治課堂中的開展、滲透使學(xué)生享受到生命成長(zhǎng)的快樂,這既是中學(xué)政治人文素質(zhì)的必然要求,也是政治教師應(yīng)承擔(dān)的必然責(zé)任。
[Abstract]:The world is wonderful because of life, but in real life there are tragedies such as self-harm, suicide, harm to others and so on. Life no longer seems to be valuable. Behind these phenomena, people can not help but ask what kind of responsibility education should bear. So people began to reflect on the current education, and life education also entered people's field of vision. However, as the main implementation position of life education, the teaching of political course has for a long time, because of its unique subject characteristics, there are a series of malpractices, such as emphasizing social standard over individual students, emphasizing empty theory over life practice, emphasizing teachers teaching over humanistic care, and neglecting the value and significance of individual life. This paper takes "Life Education in political course Teaching in Middle School" as the research theme, draws lessons from the implementation of life education in various regions at home and abroad, and on this basis, discusses the necessity of life education in middle school and the lack and causes of life education in the current political course teaching, and probes into the countermeasures of infiltrating life education in the teaching of politics course in middle school. Therefore, this paper has certain practical significance in helping middle school students to establish a correct view of life and give full play to the effectiveness of politics teaching. This paper is divided into five parts. The first part: introduction. This paper explains the origin and significance of life education research, the present situation of life education research in various regions at home and abroad, and the overall research ideas and methods of the article. The author faces the present situation of middle school students' numbness to life and even contempt for life, and hopes to infiltrate life education into the teaching of politics to the maximum extent through the implementation of life education. The second part: life education is the requirement of politics teaching in middle school. This part interprets the connotation of life education, discusses the characteristics of life education, and expounds the necessity of infiltrating life education into the teaching of politics in middle school. The third part: the lack of life education in the teaching of politics in middle school. The author describes the lack of life education in middle school politics classroom from the aspects of teacher-student relationship, implementation method, teaching content, life experience and so on. The fourth part: reflect on the lack of life education in the teaching of politics in middle school. The author analyzes the reasons for the lack of life education in the teaching of politics in middle school from three aspects: social environment, political teachers and individual students. The fifth part: optimizing the countermeasures of life education in politics teaching in middle school. This part is the key core part of this paper. The author mainly puts forward the optimization countermeasures from three dimensions: the establishment of social life network system, the improvement of political teachers' life education literacy, and the improvement of middle school students' understanding of life education. Through the development of life education in the political classroom of middle school, the author tries to make students enjoy the happiness of life growth, which is not only the inevitable requirement of political humanistic quality in middle school, but also the inevitable responsibility of political teachers.
【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)：2508148