高中思想政治课教学中学生错误资源的有效利用研究

【作者】 王玉芳；

【导师】 高继文；

【作者基本信息】 山东师范大学 ， 教育（专业学位）， 2015， 硕士

【摘要】 由于心理上的不成熟和受自身经历和思维习惯的制约，高中生在学习过程中出现错误是正常的现象。特别是在学习思想政治这门思辨性比较强的科目时，更是容易出现许多不同于“标准答案”的看法或做法。自新课程改革以来，绝大部分教师对待错误的观念已经由绝对否定转而认为它是一种课程资源。国内外学者对学生错误资源的利用问题已作了一些相关的研究，提出了各种不同的观点，取得了丰富的研究成果，是本论文研究中重要的参考资料。但是由于种种因素，我们对于高中思想政治课教学中学生错误资源的利用还存在一些不足。本文旨在通过笔者自身教育实习阶段对学生们的调查以及对老师们的访问，找出学生错误资源在实际教学过程中利用的不足，并分析原因，从而提出相应的切实可行的对策。本文主要从三个部分展开论述：第一部分，对高中思想政治课教学中学生错误资源的有关概念、特点、类型、原因以及利用学生错误资源对实际教学的重要意义作了阐述。高中思想政治课教学中学生错误资源的利用，是指在思想政治课的学习过程中，学生在课堂或课后作业、测验中所出现的认知性错误或偏差向课程资源转换的一种动态演变过程。经过研究分析，这种学生错误资源具有生成性、代表性和潜隐性的特点。我们将学生错误资源分为四类：记不准导致的错误，粗心、审题不清导致的错误，能力不足导致的错误以及不良学习态度导致的错误。进而又分析了导致学生出现错误的客观因素有：学生认知发展的特点、政治课的学科特点、封闭僵化的传统教学以及教师自身的因素；主观因素有：记忆障碍、思维障碍、不良的学习习惯以及心理因素。在高中思想政治课教学中，充分利用学生的错误资源具有重要的意义：有利于贯彻落实高中思想政治课课程标准的要求，有利于高中思想政治课三维教学目标的实现，有利于学生全面的发展。第二部分，分析了当前实际教学中学生错误资源利用的现状。本文从师生两个方面，就学生错误资源在高中思想政治课教学实践中的应用现状进行了梳理。这主要涉及两大方面：一方面是已取得的成绩；另一方面是应用中的不足，并作了原因分析。已取得的成绩主要表现在：部分教师对错误的态度已开始转变，也有意识的将错误资源化利用。但是不足之处也有很多，表现在教师方面主要有：缺乏耐心、急于求成；态度粗鲁、变相体罚；题海战术，不求甚解；浮光掠影、姑息错误等表现。而在学生方面则主要是因为学生对错误不重视，不懂得分析并利用错误。第三部分，是本文的落脚点，提出了高中思想政治课教学中利用学生错误资源的策略。根据当前高中思想政治课实际教学中，利用学生错误资源中存在的问以及对问题原因的分析，提出了一些对策：首先，点明了利用学生错误资源过程中应该遵循的原则：自主性原则；教育性原则；发展性原则。其次，提出了高中思想政治课教学中利用学生错误资源的具体措施。笔者分别从以下三个角度进行了分析：教师、学生和学校。第一，教师作为教的主体，要全方位的审视学生错误资源。通过宽容错误、出错前预设错误--出错中捕捉错误--出错后利用错误，这一系列环节来达到高效利用错误资源的目的。第二，学生本身作为错误资源的主体，一要端正对错误资源的正确认识；二要意识到这是自己学习过程中的一笔重要资源，要养成正确的学习方法，好好利用。第三，在学校这个大环境下，师生对错误资源的处理手段一定程度上与学校对师生的评价方式是分不开的。因此，作为学校应建立合理的、科学有效的师生评价体系。更多还原

【Abstract】 Because of psychological immaturity and restricted by their own experience andhabits of mind,high school students appearing the error is normal phenomenon in thelearning process.Especially when studying the ideological and political speculationthat relatively strong subjects,there are a lot of differences from the "standard answer"views or practices.Most of the teachers treat the wrong attitude has been turned by theabsolute negation think it is a teaching resource under the new curriculumideas.Scholars at home and aborad on teaching how to use stuents errors have maderelevant research,presented a variety of perspectives,obtained the important researchresults.In the current research to meet the needs of students and so on have certainsuggestions.But due to various factors,the use of stuents errors is not enough,there arestill many problems.By combining the wrong reasons,educational experience thispaper aims to find out the thought political lesson teacher in the application of usingstuents errors,analyze the reasons and put forward some feasible measures.This paper is divided into three main sections.The first part,describes the concept of student errors resources in the learningpolitical process,summarizes the characteristics,category and analyzes the reasons ofthe students wrong resources,analyzes the significance of the use of student errorspractical teaching resources.The students wrong resources in the process of learningrefers to the ideological and political class is the errors in the classroom or homework,quizzes arising in cognitive errors though the evolution of a dynamic curriculumresource conversion process.Through consulting literature datum,questionnaire,interviews teachers and other methods,this error resources carried out research.Andbelieve that students wrong resources have generating,representativeness andconcealment.Resources and student errors into four categories:caused by errorsallowed in mind the resources generated by the careless, moderation is unclear errorswhile generating resources,errors caused by a lack of capacity and resourcesgenerated by poor learning errors caused by the generated resourceattitude.Ideological and politics teaching in high school, the meaning of make full use of students wrong resources to contribute to the implement the requirements of theideological and political curriculum standards,to promote the achivement of thethree-dimensional teaching objectives and to conducive to the healthy development ofstudents.The second part,analyzes the current actual ues of student errorsresources.Combing the status quo on the application of resources in the high schoolstudent errors politics teaching practice from the two aspects ofteachers and students,mainly related to two aspects:one is what has been achieved,the other is the lack ofapplications and analysis made causes.The achievements as follows: parts of teachershave already started to change attitude of students errors,but also conscious of themistakes resource utilization.However,there are some shortage,in teachers part:instantsuccess,lack of patience,rude or even”corporal punishment”,amount to win,mechanical training; tasted,palliative error.What’s more,learners often tend to take nocount of their errors.The third part,describes the strategy of student wrong resources.According to theanalysis the author puts forward the following measures.Fistly,clearly the erroneousprinciple resource utilization process.Development principles,educationalprinciples.Expound the teaching principle of using the student wrongresources.Secondly,put forward some feasible measures.From the teachers, studentsand school three angles analyzed.First,teachers teach the subject as to examine the fullrange of student errors resources,through tolerance error, before the error preset error-error in catching errors-use error after error,this series of links to achieve efficientuse of resources error the purpose.Secondly,the students themselves as subject anderror learning resources,a correct understanding of the errors to correct resources andknowing this is their own learning process an important resource to develop thecorrect way to learn,to take advantage of.Finally,teachers and students in the schoolenvironment,teachers and resources to treat the error processing means to a certainextent with the school teachers and students of evaluation methods are inseparable.Therefore,schools should establish a rational,scientific and effective evaluationsystem of teachers and students.更多还原