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基于思想品德课的礼仪规范教育研究

【作者】 史苏红

【导师】 谢树平;

【作者基本信息】 南京师范大学, 思想政治教育, 2017, 硕士

【摘要】 我国是一个有着几千年悠久历史的文明古国,在中华民族源远流长,博大精深的传统文化中,礼仪占有非常重要的地位。而现今社会,不文明、不合礼仪规范的行为随处可见,我国公民的文明礼仪素养亟待提高。尤其是青少年,他们是祖国的未来,承担着国家与民族的重任,他们的素养关乎整个民族的未来。加强对青少年的礼仪规范教育,已是一个迫在眉睫的问题。本文界定了“礼仪规范”的含义及其心理要素构成、“礼仪规范教育”的含义。礼仪规范教育既是个体成长的需要,也是社会稳定的基础。加强对初中生的礼仪规范教育,有利于提高整个中华民族的文明素养。思想品德课程是一门以初中学生生活为基础、以引导和促进初中学生思想品德发展为根本目的的综合性课程,礼仪规范教育旨在提升学生的文明素养,帮助学生养成礼仪规范行为,因此二者在一定程度上具有一致性。然而在思想品德课中,对初中生的礼仪规范教育仍存在问题,主要表现为:有教育意识,缺教育行为;重知识教育,轻行为训练:重认知评价,轻行为考核;教育内容分散,缺乏系统性。为了加强对初中生的礼仪规范教育,我们应该遵循以下原则:全面性与针对性相统一的原则;贴近生活、贴近实际、贴近学生的原则;启发引导与学生积极体验、自主探究相结合的原则;预设性和生成性、确定性与灵活性辩证统一的原则。为了在思想品德课中加强对初中生的礼仪规范教育,本文提出了一些具体的实施策略。首先,挖掘教材中的资源,丰富礼仪规范教育的内容,比如构建礼仪规范教育主题,进行集中教育;结合教材零散知识,渗透礼仪规范教育。其次,依托各种教学活动进行礼仪规范教育,增强教育效果。通过创设情境,强化礼仪规范认知与情感;模拟演练礼仪行为,增强礼仪规范体验;立足学生生活,加强礼仪规范行为指导;建立行为考核指标,促进礼仪规范行为养成;开发校外资源,形成礼仪规范教育合力。期望提出的策略能对借助思想品德课进行礼仪规范教育实际工作的开展具有一定的借鉴意义。

【Abstract】 China is a civilization with thousands of years’ history. Among the profound cultural traditions our nation has been keeping the etiquette occupies a very important position. However, in today’s society, uncivilized and improper behaviors can be seen everywhere. It is of great importance to improve the civilization etiquette literacy of citizens, especially that of the teenagers’. The teenagers, they are the future and the hope of the motherland, and they will be the builder and developer of China and Chinese culture. Their behaviors reflect the image of our Chinese nation and concern the future of the country. Therefore, strengthening the etiquette education of teenagers has already been a looming topic.This article defines "etiquette" and "etiquette norms education". It also concerns the psychological factors of etiquette. Etiquette education is not only the needs of the individual growth, but also the foundation of social stability. Junior high school students are the future of the motherland, so strengthening the etiquette norms education of junior high school students will improve the civilization accomplishment of the whole Chinese people. Ideological and Moral curriculum is a comprehensive course based on the life of junior high school students. Its fundamental purpose is to guide and promote the ideological and moral development of junior high school students. Etiquette education aims to help students develop good manners and improve the students’ civilization accomplishment. Therefore, etiquette education can be a consistent part in the Ideological and Moral curriculum and can be achieved in it. However, during the teaching and learning practice of our Ideological and Moral class, some problems can still be observed concerning etiquette education.The problems can be concluded as follows. First, teaching activities on etiquette education still lack in the classroom, although teachers are aware of the importance of it. Second, in the activities concerning etiquette education, students learns too much knowledge, but lack the opportunity to practice or train target behaviors. Third, the evaluation system of the course weighs too much on knowledge, but too little on students’ behavior. Fourth, education materials and contents are not systematic enough. To deal with those problems and to strengthen the etiquette norms education of junior middle school students, we should follow the following principles:The principle of unifying the comprehensiveness and pertinence of the curriculum; The principle of relating the course to the reality and students’ life; The principle of combining teachers’ enlightening guidance with students’ positive experience and independent exploration; The principle of combining the presupposition and the productiveness and combining the certainty and flexibility of the curriculum. In order to improve Etiquette education of junior high school students in Ideological and Moral course, this paper puts forward some specific strategies. First of all, excavate the mining resources in teaching materials to enrich the content of the etiquette norms education, such as building etiquette education themes for centralized education; utilize the scattered knowledge in the teaching material for etiquette education. Second, rely on various teaching activities for etiquette education to enhance the education effect. Create real contexts in class to strengthen the cognition and emotion of etiquette; Simulate every day contexts to strengthen the students’ experience of etiquette; Base the guidance on students’every day life; Establish evaluation index, which values the formation of etiquette behavior; Develop extracurricular resources, to form resultant educational force with the curricular resources. I hope the strategies may have a little reference to the etiquette education with the form of Ideological and Moral Education.

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  • 【网络出版投稿人】 南京师范大学
  • 【分类号】G633.2
  • 【下载频次】83
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