【作者】 朱晓倩；

【导师】 张艳玲；

【作者基本信息】 河北师范大学 ， 学科教学（思政）（专业学位）， 2021， 硕士

【摘要】 党的十九大报告指出:“青年一代有理想、有本领、有担当,国家就有前途,民族就有希望。”(1)高中阶段是学生三观建构的关键时期,是学生扣好人生第一颗扣子的重要时期,需要教师进行引导。高中思想政治课堂是对学生进行德育教育、价值观念培养的主阵地。为实现思想政治课立德树人、铸魂育人的根本任务,以及适应时代的发展,培养高层次人才的需求,高中思想政治领域展开了新一轮的课程改革。基于高中思想政治课堂本身的发展需求以及学生的身心发展特点出发,为了更好的使学科核心素养目标落地生根,促进活动型学科课堂的发展,《高中思想政治课程标准(2017年版2020年修订)》提及到一种教学方式——议题式教学。议题式教学的实施通过教师设置具有价值引领性的议题为纽带,以课堂活动和实践活动为载体,教师基于教材内容创设情境,学生主动搜集信息,整合信息,通过小组讨论的形式在交流中解决问题的一种教学方式。但目前议题式教学尚处于探索阶段,在理论和实践层面都需要不断丰富和发展,因此本论文以《经济生活》课本为依托,探究议题式教学在高中思想政治课中运用具有重要的理论依据和实践意义。本论文按照“议题式教学是什么—研究现状—如何改进”的研究思路进行的。除去引言部分,本论文共包括三部分。第一部分是议题式教学的理论概述及其在高中思想政治课中运用的特点和意义。首先,对议题及议题式教学的概念、议题式教学在高中思想政治课中运用的特点进行阐述。从词源、高中课程标准以及众多专家文献中探寻议题式教学的概念,最终通过对不同文献的研读,概括出对议题式教学概念的理解;其次,从理论层面出发为议题式教学提供理论依据,主要包括:建构主义学习理论、进步主义教育理论、发现学习理论三大理论;再次,概括出议题式教学在高中思想政治课中运用的特点,主要包括:以学生为主体的核心素养的目标指向性、以议题为统领的教学内容的开放性、以问题为导向的教学过程的互动性、以活动为路径的教学环节的实践性;最后,从高中思想政治课堂出发,论述议题式教学在高中思想政治课中运用的意义。第二部分主要写议题式教学在高中思想政治课中的运用现状,首先对学生的调查问卷和教师的访谈提纲进行分析,为论文的撰写提供一定的数据支撑;其次,分析了议题式教学在高中思想政治课中取得成绩——以《经济生活》为例;再次,基于调查问卷、访谈提纲以及教育见习过程中教师在实施议题式教学中出现的问题,整理出议题式教学在高中思想政治课运用中存在的问题:议题情境设置理想化、议题资源的限制导致教学效果不明显、课堂秩序混乱致使学习效率低下、议题评价体系不完善、学生参与意识薄弱;最后,基于出现的五大问题,从客观的环境方面、主观的教师方面和学生方面对议题式教学在高中思想政治课运用中存在问题的原因进行分析。第三部分,基于议题式教学在高中思想政治课运用中存在的问题以及原因分析,提出充分发挥议题式教学在高中思想政治课中作用的策略,主要从更新教学观念,提升教学能力、拓宽议题渠道,选择合适议题内容、加强课堂管理,营造良好的氛围以及关注学生发展,完善评价体系四个大方面展开,从而增强议题式教学在高中思想政治课中的运用实效。更多还原

【Abstract】 The report of the 19 th National Congress of the Communist Party of China pointed out: "The young generation has ideals,capabilities,and responsibilities,the country has a future,and the nation has hope." The high school stage is a critical period for the construction of the three views of students.The important period of buttoning requires teachers to guide.The high school ideological and political classroom is the main front for moral education and value cultivation for students.In order to realize the fundamental tasks of ideological and political courses,to cultivate morality and cultivate people,as well as to adapt to the development of the times and cultivate high-level talents,a new round of curriculum reform has been launched in the field of ideological and political education in high schools.Based on the development needs of high school ideological and political classrooms and the characteristics of the physical and mental development of students,in order to better root the core literacy goals of the subject and promote the development of active subject classrooms,"High School Ideological and Political Curriculum Standards(2017 edition,revised in 2020)" Mentioned a teaching method-topic-based teaching.The implementation of topic-based teaching is through teachers setting valuable topics as links,classroom activities and practical activities as carriers,teachers create situations based on the content of textbooks,students actively collect information,integrate information,and resolve through communication in the form of group discussions a way of teaching problems.However,the topic-based teaching is still in the exploratory stage and needs to be continuously enriched and developed at the theoretical and practical levels.Therefore,this thesis is based on the "Economic Life" textbook.The application of the topic-based teaching in high school ideological and political classes has an important theoretical basis and practical significance.This thesis is carried out in accordance with the research idea of "What is the topic-based teaching-the status of the research-how to improve".Excluding the introduction,this thesis consists of three parts.The first part is a theoretical overview of topic-based teaching and its characteristics and significance in the application of high school ideological and political classes.First,the concept of topic and topic-based teaching,and the characteristics of topic-based teaching in high school ideological and political classes are explained.Explore the concept of topic-based teaching from etymology,high school curriculum standards,and numerous expert documents,and finally summarize the understanding of the concept of topic-based teaching through the study of different documents;secondly,provide a theoretical basis for topic-based teaching from a theoretical level,Mainly includes: constructivist learning theory,progressive education theory,and discovery learning theory;thirdly,it summarizes the characteristics of topic-based teaching in high school ideological and political courses,mainly including: the core literacy goal of taking students as the main body Orientation,the openness of the teaching content led by the topic,the interaction of the problem-oriented teaching process,and the practicality of the teaching link based on the activity;finally,starting from the high school ideological and political classroom,discussing the issue-based teaching Significance used in high school ideological and political classes.The second part mainly writes about the status of topic-based teaching in high school ideological and political classes.Firstly,it analyzes the questionnaires of students and the outline of interviews with teachers to provide certain data support for the writing of the paper;secondly,it analyzes the application of topic-based teaching Achievements in high school ideological and political classes-take "Economic Life" as an example;again,based on the questionnaires,interview outlines,and the problems that teachers have encountered in the implementation of topic-based teaching during the education internship,sort out topic-based teaching in high school ideological and political studies Problems in the application of the class: the idealization of the topic setting,the limitation of topic resources,the teaching effect is not obvious,the disorder of the classroom order leads to low learning efficiency,the topic evaluation system is imperfect,and the student’s awareness of participation is weak;finally,based on the five major problems that have emerged,From the objective environment,subjective teachers and students,it analyzes the reasons for the problems in the application of topic-based teaching in high school ideological and political courses.The third part,based on the problems and causes analysis of the issue-based teaching in the application of the ideological and political courses in high school,puts forward strategies to give full play to the role of the issue-based teaching in the ideological and political courses in high schools,mainly from updating teaching concepts,improving teaching ability,and broadening issues Channels,select appropriate topic content,strengthen classroom management,create a good atmosphere and focus on student development,and improve the evaluation system in four major areas,so as to enhance the effectiveness of topic-based teaching in high school ideological and political classes.更多还原