初中思想品德课案例教学探究

【作者】 杨萍；

【导师】 李广良；

【作者基本信息】 云南师范大学 ， 学科教学， 2009， 硕士

【摘要】 随着课程改革的不断深入,作为一名初中思想品德教师,有必要从理论上探究适合新形势发展要求的教学方式,用于指导教学实践。案例教学是教师根据课程教学目标和教学内容的需要,通过设置一个具体的教学案例,引导学生参与分析、讨论等活动,让学生在具体的问题情境中积极思考探索,以培养学生综合能力的一种教学模式。它强调以学生为主体,以培养学生的自主学习能力,实践能力和创新能力为基本价值取向,它将思想品德课的理论性和实践性有机地结合起来。因此,在初中思想品德课中引入案例教学模式,对于促进初中思想品德课教学改革和加强素质教育有着积极的意义。本文主要从以下四个方面进行探究：第一部分,案例教学的概述。这部分内容主要论述了三个问题：一是案例和案例教学的界定；二是案例教学在国内外的发展状况；三是案例教学与例子教学、范例教学的关系。第二部分,初中思想品德课中实施案例教学的重要意义。这部分内容主要从八个方面来论述：案例教学有利于促进理论与实际相结合、提高学生分析问题和解决问题的能力、促进学生主动学习,使学生学会学习、培养学生的创新精神和创造动力、促使学生学会沟通和合作、培养学生的语言文字表达能力、初中阶段学生的“三生”教育、提高教师的教学和科研水平。第三部分,初中思想品德课案例教学的实施。这部分内容主要论述了两个问题：一是初中思想品德课案例教学实施的步骤,包括案例教学的准备、案例教学的课堂操作、总结评价；二是初中思想品德课案例教学实例示例。第四部分,初中思想品德课案例教学的局限性。这部分内容主要论述了三个问题：一是案例教学在单位教学时间内,传授知识效率不高；二是案例教学只是一种特定的教学模式,如果不恰当地运用也会有问题；三是案例教学是通过案例使学生在某个知识点上深入探究,难以使知识成为系统。更多还原

【Abstract】 With the deepening of the curriculum reform, it is necessary for the teachers of political and ideological curriculum to explore a new teaching methodology in order to adapt to the development of the new teaching model from the reform theory and use it to guide their teaching practice.The mode of case teaching is, according to the curriculum need of teaching aim and teaching content, the teachers guide the students to participate in analysis, discussion and other activities by setting a specific teaching case. It can help students think and study actively so as to cultivate students’all-around abilities. It also emphasizes on the students as the learning centre and cultivate their ability of autonomous learning, practice and creativity, and it can combine the theory with practice properly of the political and ideological curriculum, so the mode of case teaching attempts to study a useful teaching methodology in political and ideological curriculum in junior middle school. Its active significance is on advocating teaching reform and education for all-round development. The paper uses four parts to analyze.The first part is the outline of the mode of case teaching. It includes three parts. The first is the definition; the second is the development of the mode in foreign countries and China; the last is the relation of its case teaching and cases’examples.The second part is the significance of the mode of the case teaching in political and ideological curriculum in middle junior school. It includes eight aspects. The mode of case teaching is propitious to the combination of theory and practice; it improves the ability of analysis and solution of students; it advocates students to learn actively the knowledge; It can teach students to learn by themselves, cultivate their innovating spirit and creative ability; it can help them learn to communicate and cooperate, foster their language and literal expression; It is beneficial to students’ "three-attitudes" education taught by teachers from the attitudes of their existance, life and living; it is also in favor of improving the teachers’teaching and scientific research level. The third part is the practice of the mode of case teaching in political and ideological curriculum in middle junior school. One is the practicing of case teaching including its preparation, the operation in class and evaluation, the other is the examples of the mode of case teaching in junior middle school.The fourth part is the limitations. It involves three respects. The first is that case teaching is not so efficient in practical teaching. The second is that it is just a given teaching mode and will probably cause some trouble if teachers use it improperly. The last is that it can make students explore further on a specific knowledge point but it is difficult for them to form a complete knowledge system.更多还原