高中思政课运用体验式教学培育学生公共参与素养的应用研究

【作者】 孙慧敏；

【导师】 褚凤英；

【作者基本信息】 天津师范大学 ， 学科教学（思政）（专业学位）， 2022， 硕士

【摘要】 《普通高中思想政治课程标准》发布以来,学科核心素养成为教育教学研究的热门话题,其中公共参与素养对学生参与国家政治、社会公共生活的能力提出了明确的要求。体验式教学作为一种能让学生“身临其境”般感受和参与社会公共事务的教学方法,较其他方法更能够有效提升学生公共参与素养培育的效果,对于培养具有实践能力的社会主义事业建设者和接班人具有重要的作用。本文创新性地从高中思想政治课教师的角度出发,将体验式教学与公共参与素养有机结合,分析其必要性与可行性,并总结得出当前高中思想政治课教师运用体验式教学培育学生公共参与素养的过程中,存在部分教学目标公共参与素养指向性不足且与教学设计脱节而难以达到培育公共参与素养的要求、部分教学过程和内容忽视学生主体地位、体验式教学课堂难以掌控流于形式、教学评价体系尚未完善等问题。究其原因,一是教师自身对体验式教学培育公共参与素养的认知水平存在差异,运用体验式教学培育学生公共参与素养的能力不足导致教学目标难以实现;二是因为受传统教学模式的制约影响,师生双方在适应体验式教学方法的过程中仍然存有障碍。受到上述问题的影响,目前培育学生公共参与素养的效果不佳,因此我们需要通过提升高中思想政治课教师运用体验式教学培育学生公共参与素养的素质、以培育学生公共参与素养为旨归优化体验式教学目标、创新教学手段、优化教学评价体系等策略提高教师借助教材运用体验式教学培育学生公共参与素养的效果,为培养有思想、有能力的社会主义建设者和接班人贡献力量。更多还原

【Abstract】 Since the release of ideological and Political Curriculum Standards for Ordinary Senior High schools,subject core literacy has become a hot topic in education and teaching research,among which public participation literacy puts forward a clear requirement for students’ ability to participate in national politics and social public life.Experiential teaching,as a teaching method that enables students to feel and participate in social and public affairs "personally",is more effective than other methods in improving the effect of cultivating students’ public participation literacy,and plays an important role in training builders and successors of socialist cause with practical ability.From the perspective of high school ideological and political teachers,this paper innovatively combines experiential teaching with public participation literacy,analyzes its necessity and feasibility,and concludes that in the process of current high school ideological and political teachers cultivating students’ public participation literacy through experiential teaching,There are some problems,such as insufficient directivity of public participation literacy of some teaching objectives and disconnection from teaching design,which makes it difficult to meet the requirements of cultivating public participation literacy,ignoring the principal status of students in the teaching process and content,difficult to control experiential teaching class and becoming a mere formality,and incomplete teaching evaluation system.The reasons are as follows: first,there are differences in the cognitive level of teachers in cultivating students’ public participation literacy by experiential teaching,and the lack of ability to cultivate students’ public participation literacy by experiential teaching makes it difficult to achieve the teaching objectives;Secondly,due to the restriction and influence of traditional teaching mode,both teachers and students still have obstacles in the process of adapting to experiential teaching method.Affected by the above problems,the current effect of cultivating students’ public participation literacy is not good.So we need to improve the effect of teachers using experiential teaching to cultivate students’ public participation literacy by improving the quality of high school ideological and political class teachers using experiential teaching to cultivate students’ public participation literacy,optimizing experiential teaching objectives with the purpose of cultivating students’ public participation literacy,innovating teaching methods,optimizing teaching evaluation systems,etc.,and contributing to the cultivation of thoughtful and capable socialist builders and successors.更多还原