| 中文题名： | 基于学科大概念的思想政治课单元教学设计研究 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 045102 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育硕士 |
| 学位类型： | |
| 学位年度： | 2022 |
| 校区： | |
| 学院： | |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2022-06-03 |
| 答辩日期： | 2022-05-21 |
| 外文题名： | RESEARCH ON TEACHING DESIGN OF IDEOLOGICAL AND POLITICAL UNIT BASED ON SUBJECT CONCEPT ABSTRACT |
| 中文关键词： | |
| 外文关键词： | General concept of subject ; High school ideology and politics ; Unit teaching design |
| 中文摘要： |
统编版高中思想政治课教材知识体系广博，学理性较强，对一线教师的学科
教学提出了更高的要求；学生在碎片化的知识教学中，不易提炼学科核心知识、
培养迁移与运用所学知识的能力。新课标高度强调学科逻辑与现实逻辑的结合，
倡导以培育学科核心素养为主导， 以学科大概念为主题统筹课程教学内容，从模
块与单元出发做出内容要求和教学提示，为基于学科大概念的单元教学推行提供
了理论可能。
本文从界定基于学科大概念的单元教学内涵出发，剖析学科大概念、单元教
学内涵， 分析二者关系。基于学科大概念的思想政治课单元教学是以思想政治课
学科大概念为核心逻辑链，以单元形式组织周边知识点,旨在减轻碎片化知识负
担、促进学生理解知识与迁移运用的教学方式。在了解基于学科大概念的单元教
学现有进展的基础上，论证基于学科大概念的单元教学对于明确课堂教学目标、
缓解碎片化教学痼疾、丰富课堂任务情境、推动教学评一体化的积极意义。通过
调查笔者实习基地高一年级思想政治课教师对于基于学科大概念的单元教学的
看法，本研究发现基于学科大概念的单元教学高效简洁、应用性强的特性符合师
生期待，有比较光明的应用前景。根据调查结果和思想政治课基本教学论，本文
搭建基于学科大概念的单元教学的教学路径，提出从提炼学科大概念、制定教学
目标、整合学习内容、设计任务情境、改善评价方式等方面优化基于学科大概念
的单元教学；并据此筹划单元教学框架以供参考。
本文依托港珠澳大桥修建与通车的背景，以“中国特色社会主义的伟大实践”
这一学科大概念为核心，凝聚中国特色社会主义道路、理论、制度、文化四个子
概念，通过“互动回信”“角色扮演”“撰写颁奖词”“论述 G3 高速福台段修建方
案”等序列化活动，探讨新时代如何更好建设社会主义这一议题。经此单元学习，
学生深化对中国特色社会主义的理解，加深政治认同和公共参与素养（并不限于
这两个方面），提升探取与解明信息、调动和应用知识、 形容与阐释事物、 论述
和研讨案例的全方位能力。更重要的是，学生在此过程中耕耘出迁移运用意识和
灵活学习能力，将对其终身学习生涯和生活大有裨益。
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| 外文摘要： |
The unified edition of high school ideological and political textbooks has a broad
﹀
knowledge system and strong academic rationality, which advances more requirements for the discipline teaching of front-line teachers. In the fragmented knowledge teaching, it is hard for students to refine the core knowledge of the subject and cultivate the ability to transfer or apply the learned knowledge. The new curriculum standard highly emphasizes the combination of discipline core literacy as the leading, regards subject concept as motif, and makes content requirements and teaching tips from modules and units, which provides a theoretical possibility for the implementation of unit teaching based on big ideas. Starting from defining the connotation of unit teaching based on big ideas, this paper analyzes the subject concept, the connotation of unit teaching, the relationship between them, and defines the unit teaching based on big ideas. Unit teaching based on big ideas is a teaching mode with big ideas as the core logical chain and organize surrounding knowledge points in the form of unit, so as to reduce the burden of fragmented knowledge and promote students' understanding, transfer and application of knowledge. On the basis of understanding the current progress of the unit teaching based on big ideas, this paper demonstrates the positive significance of it for clarifying classroom teaching objectives, alleviating the chronic disease of fragmented teaching, enriching classroom task situation and promoting the integration of teaching evaluation. By investigating the current situation of unit teaching based on big ideas in the author's practice base, and inquiry the views of teachers on unit teaching based on big ideas, it is found that the unit teaching based on big ideas is simplicity and strong applicability, can meet the expectations of teachers and students and have a bright application prospect. According to the survey results and the basic teaching theory of Ideological and Political course, this paper generalizes the strategies of unit teaching based on big ideas, and propose to optimize the unit teaching based on big ideas from the aspects of planning teaching objectives, selecting teaching contents, setting task situations and improving evaluation methods. IV Relying on the background of the construction of the Hong Kong-Zhuhai-Macao Bridge, taking "the great practice of socialism with Chinese characteristics" as the big idea, this paper condenses the four sub concepts of socialist road, theory, system and culture with Chinese characteristics, and carries out serialization activities such as interactive reply, role play, writing award speech and discussing the G3 high-speed construction scheme, discuss how to better build socialism in the new era. Through this unit of study, students will deepen their understanding of socialism with chinese characteristics, deepen not only political identity and public participation accomplishment, but also other disciplinary core literacy. Meanwhile this unit can improve students' comprehensive ability to obtain and interpret information, mobilize and apply knowledge, describe and explain things, demonstrate and discuss cases. More importantly, students' awareness of transfer and flexible learning ability will be of great benefit to their lifetime learning career and life. |
| 参考文献总数： | 85 |
| 馆藏地： | 总馆B301 |
| 馆藏号： | 硕045102/22033Z |
| 开放日期： | 2023-06-03 |
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