思想品德课中“翻转课堂”教学模式应用,教育硕士论文.docx

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1、思想品德课中“翻转课堂教学模式应用,教育硕士论文本篇论文目录导航：【第1部分】思想品德课中“翻转课堂教学形式应用【第2部分】【第3部分】【第4部分】【第5部分】【第6部分】中文内容摘要翻转课堂作为一种起源于美国的教学理念和教学形式，运用数字化学习平台，通过老师制作、上传视频和下发导学案，课前学生自学视频、做导学案，课上师生之间、生生之间进行互动探究，构成竞争互动学习机制，转变传统评价方式，教学方式由原先的灌输式转为互动式，学生的学习由被动接受转为主动研究，能够大幅提升学习的吸引力。就国内当前初中的思想品德课来讲，翻转课堂教学形式仍处在探寻求索实践阶段，尚未构成成熟的形式。所以本文结合自个的课堂

2、教学实践，以(初中思想品德翻转课堂教学形式探究为题，具体展示新课改理念下初中思想品德翻转课堂教学形式的经过设计、设计要求、详细操作探寻求索，意在给广大老师提供一个应用翻转课堂的详细范例，为一线思品老师提供教学实践参考。论文共分为三大部分：翻转课堂教学形式的概述；初中思想品德课翻转课堂教学的运用策略；初中思想品德课翻转课堂教学的总结反思。第一部分，翻转课堂教学形式的概述。首先明确了翻转课堂教学形式的内涵；其次是翻转课堂教学形式的施行条件，即搭建学习平台，划分学习小组，建立竞争学习机制；再次指出了翻转课堂教学形式的优势，即翻转课堂教学形式有利于突出学生的主体地位，加强其自学能力和创新能力；有利于激

3、发学生的学习兴趣，提升其学习自信心和学习效率；有利于减轻老师的讲课压力，实现其因材施教和教学相长。(初中思想品德翻转课堂教学形式探究的指导思想有：探寻求索在初中思品课引进翻转课堂形式，改良教与学的方式，老师精心设计并在教学经过中与学生积极互动、共同发展，引导学生质疑、探究，促使学生在老师指导下主动地、富有个性地学习，实现思品课三维目的的整合，突出学生创新精神和独立学习实践能力的培养。第二部分，初中思想品德课翻转课堂教学形式的运用策略。首先是初中思想品德课翻转课堂教学运用的要求，包括要坚持突出学生学习的独立性，要坚持不断提升老师多方面素养，要坚持一切从实际出发，要坚持有目的、有重点，要坚持有高潮

4、，有新意；其次是初中思想品德翻转课堂教学的设计与施行，包括课前设计和课堂施行两部分，华而不实课前设计包含导学案的制定、视频的制作、课前针对性练习、学情反应。课堂施行包括明确目的、合作探究、汇报沟通、精讲点拨、稳固训练、反应评价等；再次以(学会与父母沟通为例展示初中思想品德课翻转课堂教学的课前设计与课堂施行。第三部分是针对初中思想品德课翻转课堂教学的总结反思。主要讲述施行翻转课堂教学经过中碰到的问题及考虑的对策。本文关键词语：翻转课堂教学形式，教学设计，理念AbstractFlippedclassroomoriginatesfromtheAmericanteachingideaandmode.I

5、tisaformofblendedlearninginwhichstudentslearnnewcontentonlinebywatchingvideolectures,doingguidancecasebeforeclassandwhatusedtobehomeworkisnowdoneinclasswithteachersofferingmorepersonalizedguidanceandinteractionwithstudents,insteadoflecturing.Thismodelformsthecompetitiveinteractivelearningmechanisman

6、dchangesthetraditionalevaluationmethods.Itchangesteachingmodefromtheoriginalindoctrinationtointeractionandstudentschangefrompassivestudytoactivestudy,whichcangreatlyenhancethelearningattraction.Asforthemorallessoninjuniormiddleschoolinourcountry,flippedclassroomteachingmodeisstillintheexplorationand

7、practicestageandhasnotyetformedamaturemodel.ThisthesisbasedonmyownclassroomteachingpracticetakesAStudyonFlippedClassroomofIdeologicalMoralCourseinJuniorMiddleSchoolasthetitle.Withaspecificexampleofflippedclassroom,itdisplaysthedesignprocess,designrequirements,andtheexplorationofspecificoperationoffl

8、ippedclassroomteachingmodeunderNewCurricularStandardstoprovidereferenceforthefirst-lineideologicalandmoralteachers.Thethesisisdividedintothreeparts:theoutlineoftheflippedclassroommode,thestrategiesusedinflippedclassroomteachingmodeofjuniorideologicalmoralcourse,andthesummaryandreflectionofthestudyon

9、flippedclassroomteachingmodeofjuniorideologicalmoralcourse.Thefirstpartistheoutlineofflippedclassroomteachingmode.First,itdefinestheconnotationofflippedclassroomteachingmode;Next,itistheimplementationconditionofflippedclassroomteachingmode,namely,tobuildlearningplatform,todividestudygroups,andtoesta

10、blishthecompetitivelearningmechanism;Finally,itpointsoutadvantagesoftheflippedclassroomteachingmode,thatis,flippedclassroomteachingmodehelpstohighlightstudentsdominantposition,enhancetheirabilityofself-studyandinnovation,stimulatestudentsinterestinlearning,andenhancetheirconfidenceandefficiencyinlea

11、rning.Italsocanalleviatetheteacherslecturingpressureandreachtheaimofteachingstudentsinaccordanceoftheiraptitudeandmaketeachingbenefitteachersaswellasstudents.Theguideprincipleofthisthesisis:toexploretheintroductionofflippedclassroominmorallessonofjuniormiddleschoolandimprovethewayofteachingandlearni

12、ng.Theteachersdesigntheirteachingcarefully,interactactivelywithstudentsintheprocessofteaching,guidestudentstoquestion,andexplore,andurgethestudentstolearnindividuallyandactivelyundertheirguidance,whichrealizesthethree-dimensionaltargetintegration,andhighlightsthecultivationofstudentsinnovativespirit

13、andpracticeabilityofindependentlearning.Thesecondpartisthestrategiesusedinflippedclassroomteachingmodeofjuniorideologicalmoralcourse.Thefirstistheteachingapplicationrequirementsoftheflippedclassroomteachingmodeincludingtoadhereindependenceofthestudents,teachersshouldcontinuouslyimprovequalitiesinman

14、yaspects,toinsistthatallembarkfromthereality,toadheretothegoalandthekeypointandtoadheretoaclimaxandnewideas;thesecondisthedesignandimplementationofflippedclassroomteachingmodeofjuniorideologicalmoralcourseincludingbeforeclassdesignandclassroomimplementation.Thepre-classdesigncontainstheguidingcasefo

15、rmulation,videoproduction,pre-classtargetedexercises,andthefeedbackoflearningsituation.Theflippedclassroomimplementationincludesclearobjectives,cooperativeinquiry,reportandexchange,preciseexplanation,consolidatedtraining,feedbackevaluationandetc.;Finally,touseLearntoCommunicatewithParentsasanexample

16、toshowthepre-classteachingdesignandclassroomimplementationofflippedclassroomteachingmodeinmorallessonofjuniormiddleschool.Thethirdpartisfortheteachingsummaryandreflectionofflippedclassroomteachingmodeofjuniorideologicalmoralcourse.Itmainlytellsaboutthemainproblemsencounteredintheprocessofimplementin

17、gtheflippedclassroomandcountermeasures.Keywords:Flippedclassroomteachingmode,Teachingdesign,Idea目录中文内容摘要IAbstractIII引言1一研究背景1二研究意义21.理论意义22.现实意义2三研究现在状况21.国外关于翻转课堂的研究现在状况22.我们国家关于翻转课堂的研究现在状况3四研究方式方法6五创新之处7一、翻转课堂教学形式概述7一翻转课堂教学形式的内涵7二翻转课堂教学形式的施行条件81.搭建学习平台82.划分学习小组83.建立竞争学习机制9三翻转课堂教学形式的优势91.有利于突出学生的主体

18、地位，加强其自学能力和创新能力92.有利于激发学生的学习兴趣，提升其学习自信心和学习效率93.有利于减轻老师的讲课压力，实现因材施教和教学相长10二、初中思想品德课翻转课堂教学形式的施行策略10一初中思想品德课翻转课堂教学施行要求101.要坚持突出学生学习的独立性102.要注意鼓励学生103.要坚持不断提升老师多方面素养114.要从实际出发，目的明确，重点突出，富有节拍115.要处理好课前自学与课堂教学之间的关系116.要注重教学环节的衔接和完好性12二初中思想品德课翻转课堂教学的设计与施行121.课前设计122.课堂施行13三初中思想品德课翻转课堂教学示例-以(学会与父母沟通为例16三、初中思想品德课翻转课堂教学的总结反思23一施行经过中存在的障碍和问题23二针对问题能够采取的应对策略24结束语26以下为参考文献28致谢311;