思想道德教案模板范文 小学(100篇免费小学思想品德课教学论文范例格式模板参考.)(2)

在将构建的目标和内容付诸实践的过程中，需要有效处理好国家公民与全球公民的关系，并将其融入学校教育的实施中。在构建目标和内容的基础上，进一步建立相应的课程体系，围绕主题方式组织教育资源，培养合格教师。从具体实施的角度，以主题方式组织教学内容，突出核心理念和价值观；强调问题教学法，培养学生解决问题的能力；提倡小组合作学习方式，注重批判性和反思性教学方法；突出以学生为本，改变传统教学评价方式；以学校为主体，将学校、家庭、社会教育有机结合；利用各种社交媒体，开展各种活动和教学方式。

小学思想品德课教学论文范例之四：中学思想品德与思想政治课教学效果研究

本文研究的核心问题是：中学思想品德和思想政治课教学的有效性。基本理论假设是：中学思想品格和思想政治课的有效性是对中学生价值观、人生观和世界观形成的影响。它取决于课程教学过程中各个环节的协调性和适应性，以及教学过程与教育情境的良性互动。为了研究的事实依据，本文选取上海市闸北区的几所中学作为研究分析对象。

中学阶段是人一生身心发展逐渐成熟的时期，也是价值观、人生观、世界观逐渐形成的关键时期。思想品德、思想政治课作为中学思想政治教育的主要阵地和主渠道，肩负着传播全国主流意识形态和为青少年健康成长提供精神动力的艰巨使命。探讨中学思想道德与思想政治课教学的实效性，不仅可以丰富中学教育有效教学的理论，更重要的是可以为中学思想品德建设做出贡献。思想政治课的教学实践为教学实践提供了参考和指导,特别是本研究对中学思想道德与思想政治课有效教学现状的分析和有效教学策略的探讨不仅具有对教师开展有效教学有直接的参考价值，也有利于有效提高中学思想品德和思想政治课的教学效果，加强和改进中学生思想政治教育。 .

本论文分为六个部分。

第一章是介绍。主要阐释了研究的缘起，从理论上揭示了中学思想政治课应提高教学效果与课程实际情况之间的现实张力；它还总结了相关研究。 , 寻求学术研究的前提；探讨本研究的意义和方法。

第二章是教学有效性的相关理论。通过多种教学有效性理论的梳理，构建了“要素有效-过程有效-结果有效”的理论框架，形成了中学思想道德与思想政治建设课程。教学有效性的制度要求和对有效性实现基本规律的认识。为本文奠定理论基础。

第三章是影响教学效果的因素分析。通过归因分析找出影响教学效果的关键要素，即主客体要素——教师和学生，过程要素——课程目标、内容、方法和载体要素——教育情境。形成本文的基本分析框架。

四、五章分别基于上述理论基础和分析框架，对上海课程改革的研究资料和“思想品德”和“思想品德”的教学过程进行了多维度的调研。近年闸北区中学“政治”。研究和分析。描述了一段时间中学思想道德与思想政治课的教学过程，分析了这一过程的有效性，并在此基础上，总结了教学过程要素中的不足和问题，并探讨了问题的形成主要原因是本文的实证研究。

小学思想品德课教学论文范文相关参考属性论文范文主题相关参考属性研究：

小学思想品德课教学范文材料

对于大学生：

电大毕业论文2500字，硕士论文8000字

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58

写作解决问题：

毕业论文怎么写

毕业论文开题报告：

论文作业本、论文目录

适用于标题论文：

期刊出版，职称评审副教授

大学生专业类别：

小学思想品德课教学项目

论文题目推荐：

免费小学思想品德教学论文范文选题

第六章是提高课程教学有效性的策略。示范战略主要包括加强专任教师思想政治素质和能力建设；建立符合时代和学生实际的教学目标、内容和方法； *展会所需的课程网络支撑平台；形成以师生共同成长为重点的综合评价反馈调整机制。这是本文的结论。

小学第五期思想品德课教学论文格式——中学生思想品德素质的实证研究

马克思主义认为，人的本质是人的社会属性。这说明人的本质不在于对物质生活的追求，而在于对提高生活质量和探索生活意义的精神追求。人们对道德生活的向往，恰恰体现了这种精神诉求。思想道德素质是指在思想道德社会化过程中，通过社会教育和个体内化形成的个体基本内在素质和心理素质。 It is an important part of the individual's comprehensive quality. , Is the core and soul of the overall quality of the individual, and plays a role of value orientation in the quality structure of the individual. Middle school students are in a period of transition from adulthood to adulthood. During this period, their physical and mental development changes drastically, and their ideological and moral qualities are in the process of being formed. It is extremely unstable and highly plastic. It is a critical period for the development of moral sentiment, psychological quality and behavioral habits. The level of ideological and moral quality during this period will have a huge impact on their lives. The purpose of this research is to objectively Understand the current status of the ideological and moral quality of middle school students, explore the reasons for the problems in the ideological and moral quality of middle school students, and put forward effective education suggestions to provide guidance for the current school moral education reform.

In order to scientifically and reasonably evaluate the current status of the ideological and moral quality of middle school students in our country, this research first defines the meaning of the ideological and moral quality through literature research, interviews and surveys, and explores whether or not the ideological and moral quality should be evaluated, whether it can be evaluated, or not. Can quantitative evaluation, how to evaluate and other theoretical issues, determine the indicators for evaluating the ideological and moral quality of middle school students, and compile the Questionnaire on the Ideological and Moral Quality of Middle School Students (Trial Questionnaire) based on the evaluation indicators. "(Test questionnaire) includes four first-level dimensions, namely: self-relationship, relationship with others, relationship with the collective, and relationship with society. Each first-level dimension includes five evaluation indicators, among which, the self-relationship dimension Including cherishing life, self-respect, self-reliance, seeking knowledge and progress, practical innovation, integrity and justice; the dimensions of the relationship with others include honesty and trustworthiness, respect for others, filial piety to parents, helping others, and tolerance; the dimensions of the relationship with the collective include awareness of collective cooperation, awareness of dedication, Love the party, love the people, patriotism, and love peace; the dimensions of the relationship with society include social ethics, rights and obligations, * legal system, energy conservation and environmental protection, and network ethics. Then, the questionnaire was tested and the test results showed that in addition to 12 questions and In addition to the low degree of discrimination between the first-level dimensions of the questionnaire, the remaining 80 questions of the questionnaire have good discrimination, with high reliability and validity, and the test results basically meet the main psychometric indicators, indicating that they have been revised The latter "Questionnaire on the Ideological and Moral Quality of Middle School Students" is scientific and feasible for evaluating the ideological and moral quality of middle school students, and can be used as a test tool for the current research on the ideological and moral quality of middle school students in China.