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情境探究作为当前思想政治课有效的教学模式越来越得到来广大教师的认可和推崇,然而,审视当下高中思想政治课的情境教探究课例,情境探究的泛化与低效现象也普遍存在。当前高中思想政治课堂中的情境探究教学可归结为三个层次:为单纯引入而进行的情境探究,为印证知识而进行的情境探究,基于学生发展而进行的情境探究。后者才是最高层次的情境探究。
As an effective teaching mode of current ideological and political teaching, situation inquiry has been recognized and respected by a large number of teachers. However, when examining the case studies of situational teaching in current high school politics and ideology classes, the generalization and inefficiency of situation inquiry are also prevalent . At present, the situation inquiry teaching in ideological and political classes in senior high schools can be attributed to three levels: situational inquiry for pure introduction, circumstantial inquiry for confirming knowledge, and contextual inquiry based on students’ development. The latter is the highest level of situational inquiry.