22673.高中思想政治課支架式教學(xué)模式運(yùn)用研究

1、埸H1大譬YANGZHOUUNIVERSITY碩士學(xué)位論文(全日制專業(yè)學(xué)位)高中思想政治課支架式教學(xué)模式運(yùn)用研究秦娜。、H。』指導(dǎo)教師姓名：戴垂莖鏊撞，揚(yáng)劌太堂：姿菱揚(yáng)劌，22QQ皇：廛塞氐筮益，揚(yáng)劌鏊盔鱟瞳盟晝主堂，姿菱揚(yáng)劌，225009申請(qǐng)學(xué)位級(jí)別：論文提交日期：學(xué)位授予單位：答辯委員會(huì)主席：學(xué)科專業(yè)名稱：論文答辯日期：學(xué)位授予日期：2017年5月嚏■‘o：臻璺囂薯國(guó)魯奪z＼一學(xué)密揚(yáng)州大學(xué)碩士學(xué)位論文ABSTRACT“Ithinka

2、goodteacherisnotjustteaching，butteachstudentshowtolearn”Taoxingzhihasmerit，poimprovetheintsouttheimportanceofhowtolearn，emphasisthestatusofstudentInordertoqualityofthehi【曲schoolpoliticallessonteachingandbetterrealizethec

3、omprehensivedevelopmentofstudents，trulyimplementtheconceptofnewcurriculumreform，scaffoldingteachingmethodhasaroseatthehistoricmomentTheuseofscaffoldingteachingmethodisnotonlyhelpsstudentsachievethree—dimensionalgoals，but

4、alsoconducivetopromotingnewteacherstudentrelationshipTherearemanytheoreticalresearchesfortheScaffoldingTeachingintheworld，butthemainachievementisreflectedinthegeneralsenseandapplicationofscaffoldingteachingconcept，lackof

5、researchthatcombinationofhil曲schoolideologicalandpoliticalcourse”EconomicLife”Bysortingouttherelevantliterature，theauthordefinestheteachingmodelofscaffoldingandthetheoreticalbasisCombinedwithquestionnairesurveyandintervi

6、ewanalysistogetthesituationandreasonsoftheapplicationofScaffoldingTeachingmodelCombinedwiththeaboveanalysis，proposesolutions，includingtheriseofprinciplesandapplicationofthepathBasedonthepracticalteaclfingofIdeologicaland

7、politicalcourseinhighschool，in”EconomicLife”asanexampletoprovideanalysisofthescaffoldinginstructionalmodelofconcrete，asforthedetaileddescripfiOilofthescaffoldinginstructionalmodel，aimstoprovidesomeusefulsuggestionsforthe

8、politicsteachersusingscaffoldinginstructionThroughtheresearchontheapplicationofScaffoldingTeachingsummingupthefollowinginspire：first，teachermustpayattentiontostudentcenteredduringclassroominstructionaldesignmustfullyanal

9、yzethestudents’cognitivelevelandtheexistingknowledgeonlystartingfromtheactualteachingdesignstudentshavepertinenceandeffectiveness；second，Theteacherinthescaffoldlearningmustbebasedonstudents’”recentdevelopments“TheScaffol

10、dingwithout”recentdevelopments”isnothelpfulforstudentstoexplore，communicateandcollaborateindependently；third，questionsarethemainline，butnotmeansthemorethebetterTeachersshoulddesigncertainvalueproblemwithacertaingradienta