【作者】 黄洁；

【导师】 高鑫；

【作者基本信息】 华中师范大学 ， 学科教学（思政）（专业学位）， 2019， 硕士

【摘要】 思想政治理论课是落实立德树人的关键性课程。要更好地发挥初中道德与法治的铸魂育人作用,就不能忽视学生的主体地位,要发挥学生的积极性和主动性,倾听他们的心声,了解他们的想法,从而有针对性地矫正他们的错误行为,引导学生养成符合社会规范的行为,进而培养合格的社会主义建设者和接班人。在课堂上踊跃发言,是老师了解学生想法的一种重要途径,而课堂沉默,是在初中道德与法治教学过程中出现的一种常见情况。许多老师由于缺乏对初中生在道德与法治课堂沉默的正确认识,片面地将学生在课堂上的沉默行为理解为不配合、不积极、不思考,没有深入研究这种沉默行为背后复杂的深层次原因,没有辩证看待初中生在道德与法治课堂沉默的双重性作用,从而导致教学过程很难顺利进行,德育效果也大打折扣。本文在总结前人已有的研究成果的基础上,结合初中生的身心发展特点以及初中道德与法治的学科特点,阐明初中生在道德与法治课堂沉默的作用和现状,并进一步分析这种沉默现象和行为背后的复杂原因,从而对症下药,找到改善的对策。全文一共分为五个部分展开:第一部分对课堂沉默的相关概念进行界定,明确了课堂沉默的内涵以及课堂沉默的不同分类。第二部分明确初中生在道德与法治课堂沉默的作用,可以划分为表达情感、表示态度、表明思考和反馈、掩饰的作用。第三部分描述初中生在道德与法治课堂沉默的现状。根据观察,初中生在道德与法治课堂沉默具有普遍性,并非个体性偶发行为,且这种沉默行为的成因较为复杂,往往不是单一因素在起作用,所以想要改善这种沉默现象需要多方面共同努力。但由于老师对初中生在道德与法治课堂表现出来的沉默行为缺乏全面的研究和分析,使得改善措施停留于表面,难以治本。第四部分从教师的教育理念和方法有待提升、学生的学习心理和方法有待转变、教学背景有待优化、社会文化的渗透四个方面全面地分析初中生在道德与法治课堂沉默的原因。第五部分根据前面分析的原因,提出具有针对性的改善对策,首先要创设良好的教学环境,其次教师要提升教育理念,再次,教师应改进教学方法,最后,要提高学生的表达意愿和自信心。更多还原

【Abstract】 The course of ideological and political theory is the key course of implementing moral education.In order to better play the role of moral and legal education in junior high school,we should not neglect students’ main body status.We should give full play to students’ enthusiasm and initiative,listen to their voices and understand their ideas,so as to correct their wrong behaviors and guide students to develop behaviors in line with social norms and train qualified socialist builders and successors.Speaking enthusiastically in class is an important way for teachers to know students’ideas,while silence in class is a common phenomenon in moral and rule of law teaching in junior high school.Many teachers lack a correct understanding of the silence of junior high school students in moral and rule of law class.They unilaterally interpret the silence of students in the classroom as uncooperative,inactive and thoughtless because they do not study the deep-seated reasons behind this silence thoroughly,and do not view junior high school students’ silence in moral and rule of law class dialectically.As a result,the teaching process is difficult to proceed smoothly and the effect of moral education is greatly reduced.On the basis of summing up the previous research results,and combining the physical and mental development characteristics of junior high school students and the subject characteristics of moral and rule of law in junior high school,this paper clarifies the role and status quo of silence of junior high school students in the classroom of moral and rule of law.And further analyses the complex reasons behind this silence phenomenon and behavior,thus suggesting the right remedy and finding ways to improve.The full text is divided into five parts:The first part defines the relevant concepts of classroom silence,clarifies the connotation of classroom silence and the different classifications of classroom silence.The second part clarifies the role of silence of junior high school students in moral and rule of law class,which can be divided into expressing emotions,expressing attitudes,expressing thinking,feedback and concealing.The third part describes the silence of junior high school students in moral and rule of law class.According to the observation,the silence of junior high school students in moral and rule of law class is universal,not individual occasional behavior,and the causes of this silence behavior are more complex,often not a single factor in the role.So to improve this silence phenomenon requires joint efforts in many ways.However,due to the lack of comprehensive research and analysis on the silent behavior of junior high school students in moral and rule of law class,the improvement measures remain superficial and difficult to cure the root cause.The fourth part comprehensively analyses the reasons why junior middle school students are silent in moral and rule of law Class from four aspects:teachers’ educational ideas and methods need to be improved,students’ learning psychology and methods need to be changed,teaching background need to be optimized,and the infiltration of social culture.In the fifth part,according to the reasons found before,this paper puts forward targeted improvement countermeasures.First of all,we should create a good teaching environment.Secondly,teachers should upgrade their educational concepts.Thirdly,teachers should improve their teaching methods.Finally,we should improve students’willingness to express themselves and self-confidence.更多还原