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知行统一理念对初一学生思想品德教育的影响和对策研究

发布时间:2019-05-16 03:53  文章来源:笔耕文化传播
【摘要】:随着教育改革的深入,教育开始越来越重视“以人为本,知行统一”的科学教育发展理念,在当今这个政治、经济、文化等领域急剧变化发展的复杂环境下,德育的实效性低下被很多人认为是不争的事实,尤其是初一学生刚刚踏入中学阶段,对一切新鲜事物都很好奇,而且模仿力极强,因此很容易受到来自家庭、学校、社会等各方面不良因素的腐蚀。导致学生理论与实践相脱离,知行不统一的道德滑坡现象。所以要把握初一学生的身心发展规律,找出影响初一学生思想品德素质知行不统一的各种因素,不断的研究探索如何才能使学生的道德认知和道德行为很好的统一起来。对此问题的探究无疑具有深远的意义。本文尝试通过对所在实习单位敖吉中学初一思想品德课教师和学生的谈话,深入了解了初一学生思想品德的现状,为研究初一学生思想品德知行不统一问题奠定了一定的现实基础。本文同时重视理论的学习,收集相关的德育知行统一的研究资料,并进行归纳整理,全面的了解这个课题的研究概况,进行相关理论及专业课知识的学习,最终为本课题的研究找到切入点。本文介绍了知行的相关概念,对知与行的内涵、知行的关系以及知行统一的标准等进行了详细的阐释,由于本课题的主要研究对象是初一学生,在思想品德教育中遵循知行统一理念无论是对学生还是对学校都具有重要的作用。通过我在敖吉中学实习期间对初一学生日常行为的观察以及与初一班主任和思品课老师谈话交流中总结出,在实际生活中初一学生思想品德知行不统一的表现有四个方面:高知低行、知而不行、知行悖离、知易行难。针对这些知行不统一的表现进一步分析了产生的各方面原因,既有学生自身身心发展规律的影响,也有家庭、学校、社会以及环境等各方面因素的影响。通过以上对初一学生思想品德知行不统一的现象及原因分析,提出了相应的解决对策,分别从学校、教师、家庭、社会以及环境等方面提出建设性意见和对策。只有家庭、学校、社会三方形成合力,才能创造一个良好的有益于学生健康成长的环境。
[Abstract]:With the deepening of educational reform, education began to pay more and more attention to the concept of "people-oriented, unified knowledge and practice". In today's complex environment of rapid change and development in the political, economic, cultural and other fields, The low effectiveness of moral education is regarded by many people as an indisputable fact, especially the junior high school students have just entered the middle school stage, are curious about all new things, and have strong imitating power, so they are vulnerable to come from family and school. Corrosion of adverse factors in society and other aspects. As a result, students' theory and practice are separated from each other, and the moral decline phenomenon is that the knowledge and practice are not unified. Therefore, we should grasp the law of physical and mental development of junior high school students, find out all kinds of factors that affect the ideological and moral quality of junior high school students, and constantly study and explore how to unify students' moral cognition and moral behavior. The exploration of this problem is undoubtedly of far-reaching significance. This paper attempts to understand the present situation of the ideological and moral character of junior high school students by talking to the teachers and students of Grade 1 ideological and moral course in Aoji Middle School, where the internship unit is located. It lays a certain realistic foundation for the study of the disunity of ideological and moral knowledge and practice of junior high school students. At the same time, this paper pays attention to the theoretical study, collects the relevant moral education knowledge and practice unified research data, and carries on the induction and collation, comprehensively understands the research general situation of this topic, carries on the related theory and the specialized course knowledge study, Finally, find the entry point for the research of this topic. This paper introduces the related concepts of knowledge and practice, and explains in detail the connotation of knowledge and practice, the relationship between knowledge and practice, and the unified standard of knowledge and practice, because the main research object of this subject is the first year of junior high school students. It plays an important role in ideological and moral education to follow the idea of unity of knowledge and practice, both for students and for schools. Through my observation of the daily behavior of junior high school students during my internship in Aoji Middle School and my conversation with the director of junior high school and the teacher of thinking class, In real life, there are four aspects in which the ideological and moral knowledge and practice of junior high school students are not unified: high knowledge and low performance, knowing but not doing, knowing and doing contrary to each other, knowing is easy to do and difficult to do. In view of these disunity of knowledge and practice, this paper further analyzes the causes, not only the influence of students' own physical and mental development law, but also the influence of family, school, society and environment and other factors. Based on the above analysis of the phenomena and causes of the disunity of ideological and moral knowledge and practice of junior high school students, this paper puts forward some corresponding countermeasures, and puts forward some constructive suggestions and countermeasures from the aspects of school, teachers, family, society and environment, etc. Only when the family, school and society form a joint force can we create a good environment conducive to the healthy growth of students.
【学位授予单位】:内蒙古师范大学
【学位级别】:硕士
【学位授予年份】:2015
【分类号】:G633.2

【参考文献】

相关期刊论文 前4条

1 边晨;;浅析苏格拉底的“美德即知识”[J];法制与社会;2007年02期

2 司爱霞;;论实践在知行转化过程的中介作用[J];辽宁行政学院学报;2007年07期

3 安克杰;;大学生德育中知行分离现象产生的原因及对策[J];理论月刊;2006年11期

4 皮朗;;从十八大报告看教育[J];黑龙江教育(中学);2013年Z1期



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