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大小:1.85 MB
页数:67页
时间:2019-03-08
《思想政治课诱思——探究式教学模式研究》由会员上传分享,免费在线阅读,更多相关内容在学术论文-天天文库。
1、中图分类号:单位代码:10231学号:52008049思想政治课“诱思——探究式”教学模式研究学科专业:思想政治教育研究方向:学科教学·思想政治作者姓名:贾冰指导教师:郭芙蓉教授哈尔滨师范大学二〇一三年十二月万方数据中图分类号:单位代码:10231学号:52008049硕士学位论文思想政治课“诱思——探究式”教学模式研究硕士研究生:贾冰导师:郭芙蓉教授学科专业:思想政治教育答辩日期:2013年12月授予学位单位:哈尔滨师范大学万方数据AThesisSubmittedfortheDegreeofMasterPOLITICALCOURSE"INDUCEDTHINKING——INQUIR
2、Y"TEACHINGMODECandidate:JiaBingSupervisor:ProfessorGuoFurongSpeciality:PoliticsEducationDateofDefence:December,2012Degree-Conferring-Institution:HarbinNormalUniversity万方数据目录目录摘要································································································IAbstract············
3、··················································································II第一章绪论························································································1一、研究背景····················································································1(一)课改背景··················
4、·····························································1(二)社会发展背景········································································1二、国内外研究现状···········································································2(一)国外研究现状························································
5、················2(二)国内研究现状········································································2三、研究目的、意义和方法··································································3第二章思想政治课“诱思——探究式”教学模式概述··································5一、教学模式的含义、结构和功能···········································
6、··············5(一)教学模式的含义·····································································5(二)教学模式的结构·····································································6(三)教学模式的功能·····································································8二、思想政治课“诱思——探究式”教学模式的意义和理论依据···········
7、······9(一)思想政治课“诱思——探究式”教学模式的意义···························9(二)思想政治课“诱思——探究式”教学模式的理论依据···················16三、思想政治课“诱思——探究式”教学模式的实施原则························18(一)预设性和生成性相结合的原则·················································18(二)实践性和开放性相结
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