【作者】 王静；

【导师】 万美容；

【作者基本信息】 华中师范大学 ， 学科教学（思政）， 2019， 硕士

【摘要】 3月18日习近平总书记在学校思想政治理论课教师座谈会上强调:“在大中小学循序渐进、螺旋上升的开设思想政治理论课非常必要,是培养一代又一代社会主义建设者和接班人的重要保障。”同时指出“思想政治理论课是落实立德树人根本任务的关键课程”,高中阶段作为青少年成长的关键阶段,思想政治理论课的重要性显得尤为突出。核心素养已经成为新一轮课程改革的领航,学科核心素养的培养要贯穿于课堂教学的各个环节,课堂导入作为思想政治课堂教学的首要环节,有着不可忽视的地位和作用。“万事贵乎始”,课堂导入环节落实好学生思想政治核心素养的培养会对课堂的有序进行起到一个很好的铺垫和引导作用。本研究以思想政治学科核心素养为视角,立足高中思想政治课课堂导入环节,着眼于课堂伊始的三到五分钟,通过访谈及问卷调查发现基于学科核心素养的课堂导入的现状及存在的主要问题,并结合相关教学案例,提出优化基于学科核心素养的课堂导入的对策。论文由导论和四部分组成:在导论部分,阐述了本研究提出的背景及意义、国内外的研究现状、研究的重难点、创新与不足之处以及研究的方法。第一部分介绍了学科核心素养和课堂导入的相关问题概述,简要的分析了两者之间的关系。另外还介绍了课堂导入的理论基础、主要功能和基本要求。理论基础包括教育学、心理学和美学这三个方面;主要功能包括集中注意力、激发学习兴趣、激发学生思维、建立新旧知识的联系等;从课堂导入要体现目的性、层次性、整体性和真实性这四方面来阐述了课堂导入的基本要求。第二部分介绍了对基于思想政治学科核心素养的课堂导入的实际调查情况,运用问卷调查法和访谈法,深入的了解当前思想政治课堂导入的现状,并对调查结果进行了系统的统计和整理。第三部分分析了当前思想政治课堂导入存在的主要问题,包括意识缺失、能力不足、方式单一等。并究其根本,分析了存在这些问题的原因,主要表现为教师缺乏围绕学科核心素养进行课堂导入的意识和能力,评价体系不完善等。第四部分从增强和提高教师围绕学科核心素养进行课堂导入的意识和能力、完善多元的课堂导入评价主体和标准,这三个方面提出相应的对策,同时结合相关教学案例,为广大思想政治教师提供一些教学案例。更多还原

【Abstract】 On March 18,General Secretary Xi Jinping emphasized at the Symposium for teachers of Ideological and political theory course in schools that it is necessary to set up ideological and political theory course step by step and spirally in primary and secondary schools,which is an important guarantee for training generations of socialist builders and successors.At the same time,it is pointed out that the importance of Ideological and political theory course is particularly prominent in senior high school,which is the key stage for the growth of adolescents.Core literacy has become the navigation of the new round of curriculum reform.The cultivation of subject core literacy should run through all aspects of classroom teaching.Classroom introduction,as the primary link of Ideological and political classroom teaching,has an important position and role that can not be ignored."Everything is precious from the beginning." Implementing students’ideological and political core literacy in classroom introduction will play a very good role in paving the way and guiding the orderly conduct of the classroom.From the perspective of core literacy of Ideological and political discipline,this study is based on the introduction link of Ideological and political course in senior high school,focusing on three to five minutes from the beginning of the classroom.Through interviews and questionnaires,it finds out the current situation and main problems of classroom introduction based on core literacy of discipline,and takes cases as examples to put forward countermeasures for optimizing classroom introduction based on core literacy of discipline.The paper consists of an introduction and four parts:In the introduction part,the background and significance of this study,the research status at home and abroad,the key and difficult points,the innovation and shortcomings,and the research methods are elaborated.The first part introduces the core competence of subjects and the related issues of classroom introduction,and briefly analyses the relationship between them.In addition,it also introduces the theoretical basis,main functions and basic requirements of classroom introduction.The theoretical basis includes three aspects:pedagogy,psychology and aesthetics;the main functions include focusing attention,stimulating interest in learning,stimulating students’thinking,and establishing the connection between new and old knowledge;the basic requirements of classroom introduction are elaborated from four aspects:purpose,hierarchy,integrity and authenticity.The second part introduces the actual situation of classroom introduction based on the core literacy of Ideological and political disciplines.By using questionnaire survey and interview method,the author deeply understands the current situation of classroom introduction of Ideological and political disciplines,and systematically counts and collates the survey results.The third part analyses the main problems existing in the current ideological and political classroom introduction,including lack of consciousness,inadequate ability,single way and so on.The reasons for these problems are mainly manifested in teachers’lack of awareness and ability of classroom introduction around core discipline literacy,and imperfect evaluation system.The fourth part puts forward the corresponding countermeasures from three aspects:enhancing and improving teachers’awareness and ability of classroom introduction around the core quality of subjects,perfecting the pluralistic evaluation subjects and standards of classroom introduction.At the same time,taking actual teaching cases as examples,it provides some teaching cases for the majority of Ideological and political teachers.更多还原