| 中文题名： | 思想政治课主题单元教学设计研究——以《经济与社会》为例 |
| 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： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 基础教育 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-29 |
| 答辩日期： | 2021-05-29 |
| 外文题名： | Research on the subject unit teaching design of Ideological and political course -- taking economy and society as an example |
| 中文关键词： | |
| 外文关键词： | Ideological and political ; education theme ; unit teaching ; economy and society |
| 中文摘要： |
工业时代向信息时代的转型带来课程教育教学变革。核心素养描述了信息时代需要的人才结构，基于学科核心素养的学科教学要求教师引导学生学习专家的思维方式。新课标、新教材以及新高考评价方式背景要求教师在教材观方面，实现由“教教材”向“用教材教”的转换，在内容方面，实现由教材内容向教学内容的转换。学科教学按照教材编排的框题变成课时的教学模式已经很难适应指向学科素养培育的需要，突破教材单元的限制，用系统思维对原有教材进行解构，并将联系紧密的内容重构在同一主题下，从而在有限的时空下，呈现给学生系统性、结构化、具有内在关联性的课程。 主题单元教学是达成学科核心素养目标的路径之一。主题单元教学注重聚焦学科核心素养，立足于课程视角，把教材视为开展教学的课程资源之一，通过在单元主题结构下逐步分解课程标准中的课程目标，整合序列化教材内容，并遵循学生认知规律设置单元课时，使文本呈现有意义的系统学习形式。主题单元教学强调知识之间的逻辑性、连续性、整合性，弥补了课时学习知识的割裂性。 本研究运用文献研究法对主题单元教学相关文献进行梳理，明确主题单元教学的内涵、理论基础与意义，确立对主题单元教学重要性与必要性的充分认识。其次通过问卷调查法和访谈法进行调查，发现部分一线教师存在着对主题单元理论知识了解和重视程度不足，尚未完全形成主题的观念，部分教师使用主题单元教学，但频率较低、程度不深，知识碎片化和简单化的普遍问题。究其原因，主要是教学理念更新不及时，教材研读不深入，评价标准落实不足和教学资源整合不到位等。最后在主题单元教学理论研究和现状研究的基础上，探索了思想政治课主题单元教学设计的完整方案：主题单元教学的设计研究要依据课程标准、教材结构和学生情况，遵循整体性、层序性、自主性和资源性的原则，并按照一元贯穿思路，情境生发思路和实践活动思路对主题单元教学的五个要素：单元教学主题、单元目标、单元内容、单元活动、单元作业与评价进行设计研究，按照单元层次和课时层次两个方面呈现出整体教学设计，并进行教学反思，形成思想政治课主题单元教学的初步探究成果。 |
| 外文摘要： |
The transformation from the industrial age to the information age brings about the reform of curriculum education and teaching. Core literacy describes the talent structure needed in the information age. Subject teaching based on core literacy requires teachers to guide students to learn the thinking mode of experts. The background of new curriculum standards, new teaching materials and new college entrance examination evaluation methods requires teachers to realize the transformation from "teaching materials" to "teaching with teaching materials" in terms of teaching material concept, and from teaching material content to teaching content in terms of content. It is difficult for subject teaching to adapt to the teaching mode of turning frame questions into class hours in accordance with the arrangement of teaching materials. Breaking through the limitation of teaching material units, we can deconstruct the original teaching materials with systematic thinking, and reconstruct the closely related contents under the same theme, so as to present systematic, structured and internally related courses to students in limited time and space . Subject unit teaching is one of the Implementation Paths to achieve the core accomplishment goal of the subject. The teaching of subject unit focuses on the core quality of the subject, and regards the teaching material as one of the curriculum resources for teaching. Through the gradual decomposition of the curriculum objectives in the curriculum standard under the unit theme structure, the teaching materials are integrated and serialized, and the unit hours are set according to the students' cognitive rules, so that the text presents a meaningful systematic learning form. The teaching of subject unit emphasizes the logic, continuity and integration of knowledge, which makes up for the separation of learning knowledge in class hours. This study uses the literature research method to sort out the relevant literature of subject unit teaching, to clarify the connotation, theoretical basis and significance of subject unit teaching, and to establish a full understanding of the importance and necessity of subject unit teaching. Secondly, through questionnaire survey and interview, it is found that some front-line teachers do not fully understand and attach importance to the theoretical knowledge of subject unit, and they have not yet formed the concept of subject. Some teachers use subject unit teaching, but the frequency is low, the degree is not deep, and the knowledge is fragmented and simplified. The main reasons are that the teaching concept is not updated in time, the study of teaching materials is not in-depth, the evaluation standards are not fully implemented, and the integration of teaching resources is not in place. Finally, on the basis of the theoretical research and current situation research of the subject unit teaching, this paper explores the complete scheme of the subject unit teaching design of the ideological and political course: the design and research of the subject unit teaching should be based on the curriculum standards, the structure of teaching materials and the situation of students, follow the principles of integrity, sequence, autonomy and resources, and follow the idea of monism, This paper designs and studies the five elements of the theme unit teaching: unit teaching theme, unit goal, unit content, unit activity, unit assignment and evaluation, presents the overall teaching design according to the unit level and class level, and makes teaching reflection to form the preliminary exploration results of the theme unit teaching of Ideological and political course. |
| 参考文献总数： | 76 |
| 馆藏地： | 总馆B301 |
| 馆藏号： | 硕045102/21060Z |
| 开放日期： | 2022-06-29 |
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