导　　师： 陈丽君

学科专业： 040108

授予学位： 硕士

作　　者： ;

机构地区： 广东技术师范学院

摘　　要： 基于中职德育课学生课堂学习积极性不高，学生进入德育课堂学习过程实效性、针对性不高的现实，借鉴国内外有关“课堂开始”策略理论成果，研究提出运用中职德育课教学前策略应对此问题。教学前策略是指课堂开始前几分钟德育课教师为促使中职生顺利高效进入德育学习过程的课堂开始或教学准备活动，涉及相关策略与方法，目的在于一方面从情绪上调动学生的学习积极性，另一方面从认知上使学生为学习新知识做好准备。深入开展中职德育课教学前策略的应用性研究，是切实解决德育课教学实效性、时代性、针对性的重要突破口。将中职德育课教学前策略作为独特的研究范畴，进行教学前策略在德育课中的应用分析，对推进理论的完善和深化具有重要意义。 本研究运用问卷调查研究和专家新手对比个案研究，在总结、归纳、提炼已有研究中关于“教学前策略”相关理论成果与实践经验的基础上，就教学前策略的重要性与内涵认识、功能特点、基本类型与设计、设计原则等方面，设计“中职德育课教学前策略调查问卷”对广东省193位中职学校德育课教师进行问卷调查，并运用专家新手对比研究法选取5对专家型教师与新手性教师进行为期一学期的课堂观察和访谈，从内容、所用时间、学生反应、效果评价等维度直接了解两类教师教学前策略运用的差异与问题。 基于对系列研究的总结，发现，中职德育课教师对于教学前策略的内涵与重要性、设计理论依据必要性整体认识水平较高，设计理论应用水平偏低；类型上，对吸引注意、激发兴趣与回忆旧知启发新知运用水平较高，呈现概览与告知教学目标运用水平较低，在教龄等群体因素上存在显著差异；设计方法上均存在单一、传统、僵化问题，教龄是影响德育课教学前策略设计运用水平的显著因素。根据对比分析，发现专家型教师与新手新教师在上述四个维度均存在显著差异，在设计方式多样性、操控力、灵活性与创新性，所用时间，学生反应质的和量的差异，整体效果与个别效果评价等方面，新手型教师水平远低于专家型教师，对上述结论进一步予以证实。 基于研究结果，研究对中职德育课教学前策略提出四个方面的改进建议：首先是观念更新，增强德育课教学前策略重要性的认识，树立“生本”学生观、“生成”教学观、“互动”的师生观与“生活”教育观；其次强调专业发展，提高德育课教师教学前策略的设计水平，重点通过教师自主发展、学校管理机制创新两个方面加以完善；再次强调分类设计，增强教学前策略德育课应用的科学性，从陈述性知识、概念、原理、程序性知识、问题解决、认知策略、态度分别设计；最后强调灵活调控，体现教学前策略设计较强的艺术性，侧重时间的把握、内容的控制、策略的调控与语言的运用。 在理论方面，研究借鉴国外学者的研究成果，将教学前策略作为一个独特的研究领域，摒弃了以往研究较为零散、片面的弊端，在广度与深度上是突破性的。在实践层面，对中职德育课中进行应用性研究，寻求合理的、针对性强的系统化教学前策略设计方案，这是对中职德育教学改革的创新性关注与探讨，将有效提高研究的效度与信度。研究也存在着一些不足，如相关文献的搜集不够系统，分析不够全面，问卷设计存在一些不合理之处，对策中某些建议有欠深入等。这些均需研究者在以后的研究中进一步予以改进。 As the secondary vocational school students was not enthusiastic about the moral educationlearning,and the learning progress was lack of effectiveness and pertinence,I drew lessons fromthe theoretical achievements“begin class strategies” at home and abroad,and then presented mytheory“Pre-instructional strategies of Moral Education”to deal with the problem.Pre-instructionalstrategies meaned the moral education teachers use the strategies to make the students smoothlyand efficiently study into the moral education class several minutes before the class begin.Onone hand it can mobilize the enthusiasm of the students from the emotion,on the other hand,itcan make the students prepare to learn the new knowledge from the cognition.Carrying outapplied research on pre-instruction strategies of moral education in secondary vocational schoolwas an important breakthrough to deal with the problem of having moral education class.Usingthe Pre-instructional Strategies in moral education class as a unique research category to analyzethe pre-instructional strategies was significantly important to improve and deepen the theory. Based on relevant theory and experience of “Pre-instructional strategies”which havesummarized,induced and refined,studied on the importance and connotation,function and andcharacteristics,I will use questionnaire, novice and expert case study to make a survey.Thedesigned questionnaire“pre-instructional strategies of moral education”will investigate193moral education teachers in secondary schools from Guangdong province,while the novice andexpert case study will investigate5pairs of expert teachers and novice teachers throughobservations and interview for one term.It will directly know about the difference and problemfrom the two kinds of teachers through the content,use of time,react of the students,effect ofevaluate and so on. The survey turned out that the moral education teachers in secondary vocational school hadhigh lever understanding of the connotation and significance,necessity of design theory ofpre-instructional strategies,but they had low level of application of design theory.In type, theyhad high level of attracting students’attention,stimulating students’ interest,recalling students’oldknowledge to inspire new knowledge,but they had low level of summarizing and informing theteaching goal to their students,and they had significant difference in teaching age groupfactors;The design method was single,traditional and rigid,and the teaching age was the significant factor to effect the design and apply of the pre-instructional strategies. According to comparative analysis,it turned out that the expert teachers and the noviceteachers had significant difference in the above four dimensions.The novice teachers had lowerlevel than the export teachers in design method,control,flexibility and innovation, the use oftime,the react of the students, overall effect and individual effect of evaluation.It had confirmedthe above conclusions. Based on the results,my research had presented four dimensions of suggestions to thepre-instructional strategies of moral education:Firstly was updating the concept,raising theawareness of the importance of pre-instructional strategies of moral education,establishing thestudents’concept about “student-oriented”,the teachers’concept about“generation”,the teachersand students’concept about“interactive”,the education concept about “life”.Secondly wasemphasizing on professional development, improving the design level of pre-instructionalstrategies of moral education, Which was improved by the teachers’self-development, theinnovation of school management mechanism.Thirdly was emphasizing on categoriesdesign,enhancing the scientific application of pre-instructional strategies in moraleducation,which was apart designed by declarative knowledge, concepts, principles, proceduralknowledge, problem solving, cognitive strategies and attitudes. The last was emphasizing onflexible regulation,reflecting a strong artistic design of pre-instructional strategies,focusing ongrasp of time, control of content, control of strategies and use of language. In theory,drawing lessons from foreign research results,making pre-instructional strategies as adistinct field of study, abandoned the previous studies which had more scattered, one-sideddrawbacks,will make breakthrough on the breadth and depth. On a practical level,conductingapplied research on moral education,seeking reasonable,targeted,systematic pre-instructionalstrategies design program were innovative attention and discussion on the reform of moraleducation, which will improve the validity and reliability of the research.The study also hadsome deficiencies,for example,the collection of related literature was not systematicallyenough,the analysis was not comprehensive,there were some unreasonable problems indesigning questionnaire, some suggestions were lack of depth and so on.These researchers were required to further studies in the future study.

关 键 词： 中职德育课 教学前策略 理论分析 个案研究

分 类 号： [G711]

领　　域： [文化科学] [文化科学]