論情境教學(xué)在中學(xué)思政課中的運(yùn)用.pdf

1、河南大學(xué)碩士學(xué)位論文論情境教學(xué)在中學(xué)思政課中的運(yùn)用姓名：司晶申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：學(xué)科教學(xué)（思政）指導(dǎo)教師：劉明華;袁林崗2011-05IIIAbstract The new curriculum standards has made it quite clear that the politics course in middle school should improve students’ ability to analyze，

2、observe and feel, as well as showing attention to their interests and improve their ability to analyze and solve problems. As situational teaching is in line with the requirements of the new curriculum reform, it arouses

3、 wide concern. This article discusses the issue of how to use situational teaching in the politics course of middle school. First ， we should take the situational teaching’s basic concept , research significance ,the hi

4、story and the situation study , and research ideas and methods as the introduction. The first chapter makes some basic statements about the theoretical basis and characteristics of situational teaching. The second chapte

5、r discusses the solidarity and application between situational teaching and the politics course in middle school. The third chapter discusses the effectiveness analysis of Situational teaching, which is the issues of the

6、 use of situation in teaching we need to pay attention to. The fourth chapter is teaching case design, which takes the phrase of the “national finance” in the politics course in middle school as an example. This paper ar

7、gues that situational teaching takes situation as a background, aims to cultivate students’ practical ability and creative ability, and increase students’ autonomous and interactivity in teaching process. Meanwhile, Situ

8、ational teaching improves the teaching effect of the politics course of middle shool, and it is a kind of flexible teaching method which is advanced with times. Key words: situational teaching; the politics course of mid