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初中思想品德课情境教学的误区与对策研究

时间:2019-10-18 18:38来源:毕业论文
重点分析了应对初中思想品德课情境教学存在的误区的对策,从创设富于针对性的情境、适度运用教学情境、加强师生互动,健全情境教学评价体系以及提升思想品德教师素养五个方面

摘要当前,越来越多的思想品德教师在课堂上运用情境教学,但在教学过程中,不可避免地也存在一些问题。文章先对初中思想品德课情境教学的内涵、依据、意义等理论进行阐述,然后以对徐州市两所中学的师生进行的访谈、问卷调查为基础,阐述了当前思想品德课情境教学存在情境创设脱离生活实际、情境教学流于形式、师生互动不足、评价体系不完善以及思想品德教师缺乏情境教学的经验等问题。最后重点分析了应对初中思想品德课情境教学存在的误区的对策,从创设富于针对性的情境、适度运用教学情境、加强师生互动,健全情境教学评价体系以及提升思想品德教师素养五个方面展开。41124
毕业论文关键词:思想品德课;情境教学;误区;对策
Research on the Misunderstanding and Countermeasure of the Situational Teaching in the Junior Middle School Thought Moral Character Lesson
Abstract
Nowadays, more and more ideological and moral teachers use situational teaching in the classroom, but there are some problems in the course of teaching inevitably. The article firstly expounds the connotation, basis and significance of the situational teaching of Ideological and moral course in junior middle school, then expounds the problems existing in the current situation of the ideological and moral teaching in junior middle school on the basis of the Interview and questionnaire survey of Xuzhou city middle school’s teachers and students, Including: The design of situations is porced from the reality of life, Situational teaching becomes a mere formality, Lack of interaction between teachers and students and the lack of situational teaching experience of Ideological and moral teachers and so on. Finally, the paper focuses on the analysis of misunderstanding of situational teaching in junior middle school ideological and moral course and their countermeasure. It contains the following five parts: creating some targeted situations, using teaching situations appropriately , strengthening the interaction between teachers and students, sounding the evaluation system of situational teaching and improving the professionalism of ideological and moral teachers. 源&自:六-维(论!文)网/www.lwfree.cn
Key  Words: ideological and moral course ;  situational teaching ;  misunderstanding ;  countermeasure
目  录
摘要Ⅰ
Abstract-Ⅱ
目录Ⅲ
一、初中思想品德课情境教学概述- 1
(一)初中思想品德课情境教学的内涵-1
(二)情境教学在初中思想品德课中的运用-1
二、初中思想品德课情境教学中存在的误区3
(一)情境创设脱离生活实际,缺少针对性3
(二)情境教学流于形式,忽视课堂实效3
(三)师生互动不足,情境教学缺乏探究性4
(四)评价体系不完善,影响情境教学的规范运作4
(五)部分教师认识有误,限制情境教学最优效能的发挥- 4
三、应对初中思想品德课情境教学误区的策略5
(一)贴近生活,创设富于针对性的情境5
(二)紧扣目标,适度运用教学情境5
(三)加强师生互动,启发学生理性思考6
(四)关注本质,健全情境教学的评价体系6
(五)提升教师素养,促进情境教学最优效能的发挥6
参考文献-8
 附录9
 一、初中思想品德课情境教学概述
初中阶段的学生已具备一定的逻辑思维能力,但在学习过程中仍需借助直观事物的启发和引导;且思想品德学科具有一定的抽象性、综合性。[1]因此,为了提高学生的学习兴趣、达成教学目标,越来越多的思想品德教师通过创设一定的情境来进行教学,但也存在一些教师因认识偏颇或缺乏经验,而创设、运用情境不当的问题。
(一) 初中思想品德课情境教学的内涵 初中思想品德课情境教学的误区与对策研究:http://www.lwfree.cn/jiaoxue/20191018/41079.html
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