思想政治教学中学生法律意识的培养策略研究
|
摘要
邓小平同志说:“要讲法制,真正使人人懂得法律,使越来越多的人不仅不犯法,而且能积极维护法律”。在大力提倡“依法治国”的今天,对于青少年学生,加强法制教育,提高其法律意识,已经成为新时期学校德育工作的新课题。思想政治课是学校德育工作的主渠道,也是培养学生法律意识的主阵地。在思想政治课教学中如何进行素质教育,对学生进行知法、懂法、守法、用法能力的培养,已经成为政治课教师要深入研究并亟待解决的问题。
本文从四个方面对中学生法律意识培养问题加以论述。分别是法律意识的内涵,培养中学生法律意识的重要性,中学生法律意识的现状及问题成因,以及思想政治教学中提高中学生法律意识的主要策略。
中学生法律意识的培养是建设社会主义法治国家的需要,是建设社会主义市场经济的要求,是保证社会和谐、稳定发展的要求。中学生法律意识的培养是贯彻落实新课程理念,实现教育目标的需要。加强学生的法律意识是学生健康成长、全面发展的需要,也是学校推进素质教育的必然选择。
通过调查问卷的数据分析,我们发现当代中学生法律意识有如下特点:整体法律认知水平不高,法制观念淡薄,缺乏应有的法律信仰。中学生法律意识低下有中学生自身的主观原因,也有社会、家庭和教育制度等方面的因素影响。
在思想政治课堂教学培养中学生的法律意识就是要最终使他们形成法律认知意识、掌握法律的基础知识、形成现代法的观念。中学生法律意识的培养必须坚持整体性、多层次性、开放性、实践性的原则。在课堂上创设以法促趣的教学环境,构建法理交融的情感体验,激发以案释法的求知欲望,升华寓法于理的思考乐趣。案例教学法是教学中运用最多的方法,运用得法将有助于创设开放式的学习情境,有助于中学生逐步形成心理定势和行为习惯,有助于中学生运用法律武器保护合法权益。在课堂教学中为了解决课时少、任务重的困难,教师必须突出重点内容,优化组合不同章节的内容,可以采用专题的形式并穿插典型案例来讲述,力求收到良好的教学效果。在课堂教学中除了运用案例教学法、专题教学法之外,还可以运用“三问”教学法、活动教学法、讨论教学法等行之有效的方法,务求实效,切实提高中学生的法律意识。
Comrade Deng Xiaoping said:“The talk about the rule of law, the real people who know the law so that more and more people not only did not break the law, and to actively uphold the law.”In a strong proponent of the rule of law" today, young students, strengthen legal education, to increase their awareness of the law and has become a new era and a new school moral issues. The ideological and political work of moral education classes in school as the main channel, but also train students of legal awareness among the main positions. In the ideological and political teaching of how quality education, the students understand the law, law-abiding, usage capacities, has become a political Teachers should thoroughly study and urgent need to solve the problems.
In this paper, the four students from the legal awareness training issues are addressed. Legal awareness is the essence of cultivating awareness of the importance of law students, a high school student awareness of the law and the facts of the current situation, as well as the ideological and political education among high school students in the legal sense of the main strategy.
Awareness of the law students is building a socialist country ruled by law, and which is building a socialist market economy, is to ensure that social harmony, stability and development requirements. Awareness of the law students is the implementation of the new curriculum concepts, the need to achieve educational goals. Enhance their awareness of the law students is the healthy growth and all-round development needs, but also to promote quality education in schools inevitable choice.
Through the questionnaire data analysis, we found that students of contemporary awareness of the law has the following characteristics: overall level of legal awareness is not high, have a weak legal concept, a lack of faith in law. Lower secondary school students awareness of the law students have their own subjective reasons, but also social and family factors such as the effects, as well as our education system itself flawed.
In the ideological and political classroom training students awareness of the law is to the end so that they become law cognitive awareness, master the basic knowledge of the law, the concept of a modern law. Awareness of the law students must adhere to holistic, multi-level nature, open, the principle of practicality. In the classroom to the creation of the teaching and learning environment promoting Fun constructed blend of legal emotional experience, ignite and knowledge to the interpretation of desire, and raised the legal justifications。Thinking fun. Case Method of Teaching is the most used methods, and use properly will help create open learning environment will help students gradually formed the potential psychological and behavioral habits, help students use the weapon of law to protect the legitimate rights and interests. In the classroom teaching in order to solve the class heavy tasks, but the difficulties teachers to be focused, optimized combination of the content of different sections, the topic can be used in the form of typical cases and interludes to tell to strive for good teaching results. In the classroom teaching, in addition to use of case teaching method, thematic teaching, I also use the "three:" teaching methods, teaching activities, such as teaching discuss effective methods, and seek practical results, and earnestly raise the awareness of the law students.
本文从四个方面对中学生法律意识培养问题加以论述。分别是法律意识的内涵,培养中学生法律意识的重要性,中学生法律意识的现状及问题成因,以及思想政治教学中提高中学生法律意识的主要策略。
中学生法律意识的培养是建设社会主义法治国家的需要,是建设社会主义市场经济的要求,是保证社会和谐、稳定发展的要求。中学生法律意识的培养是贯彻落实新课程理念,实现教育目标的需要。加强学生的法律意识是学生健康成长、全面发展的需要,也是学校推进素质教育的必然选择。
通过调查问卷的数据分析,我们发现当代中学生法律意识有如下特点:整体法律认知水平不高,法制观念淡薄,缺乏应有的法律信仰。中学生法律意识低下有中学生自身的主观原因,也有社会、家庭和教育制度等方面的因素影响。
在思想政治课堂教学培养中学生的法律意识就是要最终使他们形成法律认知意识、掌握法律的基础知识、形成现代法的观念。中学生法律意识的培养必须坚持整体性、多层次性、开放性、实践性的原则。在课堂上创设以法促趣的教学环境,构建法理交融的情感体验,激发以案释法的求知欲望,升华寓法于理的思考乐趣。案例教学法是教学中运用最多的方法,运用得法将有助于创设开放式的学习情境,有助于中学生逐步形成心理定势和行为习惯,有助于中学生运用法律武器保护合法权益。在课堂教学中为了解决课时少、任务重的困难,教师必须突出重点内容,优化组合不同章节的内容,可以采用专题的形式并穿插典型案例来讲述,力求收到良好的教学效果。在课堂教学中除了运用案例教学法、专题教学法之外,还可以运用“三问”教学法、活动教学法、讨论教学法等行之有效的方法,务求实效,切实提高中学生的法律意识。
Comrade Deng Xiaoping said:“The talk about the rule of law, the real people who know the law so that more and more people not only did not break the law, and to actively uphold the law.”In a strong proponent of the rule of law" today, young students, strengthen legal education, to increase their awareness of the law and has become a new era and a new school moral issues. The ideological and political work of moral education classes in school as the main channel, but also train students of legal awareness among the main positions. In the ideological and political teaching of how quality education, the students understand the law, law-abiding, usage capacities, has become a political Teachers should thoroughly study and urgent need to solve the problems.
In this paper, the four students from the legal awareness training issues are addressed. Legal awareness is the essence of cultivating awareness of the importance of law students, a high school student awareness of the law and the facts of the current situation, as well as the ideological and political education among high school students in the legal sense of the main strategy.
Awareness of the law students is building a socialist country ruled by law, and which is building a socialist market economy, is to ensure that social harmony, stability and development requirements. Awareness of the law students is the implementation of the new curriculum concepts, the need to achieve educational goals. Enhance their awareness of the law students is the healthy growth and all-round development needs, but also to promote quality education in schools inevitable choice.
Through the questionnaire data analysis, we found that students of contemporary awareness of the law has the following characteristics: overall level of legal awareness is not high, have a weak legal concept, a lack of faith in law. Lower secondary school students awareness of the law students have their own subjective reasons, but also social and family factors such as the effects, as well as our education system itself flawed.
In the ideological and political classroom training students awareness of the law is to the end so that they become law cognitive awareness, master the basic knowledge of the law, the concept of a modern law. Awareness of the law students must adhere to holistic, multi-level nature, open, the principle of practicality. In the classroom to the creation of the teaching and learning environment promoting Fun constructed blend of legal emotional experience, ignite and knowledge to the interpretation of desire, and raised the legal justifications。Thinking fun. Case Method of Teaching is the most used methods, and use properly will help create open learning environment will help students gradually formed the potential psychological and behavioral habits, help students use the weapon of law to protect the legitimate rights and interests. In the classroom teaching in order to solve the class heavy tasks, but the difficulties teachers to be focused, optimized combination of the content of different sections, the topic can be used in the form of typical cases and interludes to tell to strive for good teaching results. In the classroom teaching, in addition to use of case teaching method, thematic teaching, I also use the "three:" teaching methods, teaching activities, such as teaching discuss effective methods, and seek practical results, and earnestly raise the awareness of the law students.
引文
[1]龚雷雨.关于教改的几点思考[J]·课程·教材·教法,-2003, (5)一 13 一 14.
[2]冯建斌.教师素质与素质教育[J]·教育探索,- 2001, (3).
[3]毛颖.课堂教学实施素质教育的思考[J],学科教育,一 1999 (11).
[4]符世平.课堂素质教育的探索与实践[J]·基础教育研究,一 1999, (1).
[5]林崇德.品德发展心理学[M]·上海:上海教育出版社,1989 年版.
[6]蔡丹阳.强化法律基础课的思想教育功能[J]·思想教育研究,-2003, (6).-40-42.
[7]刘修春.思想政治课教学论[M]·大连:辽宁师范大学出版社,2000 年 3 月版.
[8]刘金祥.论案例教学法[[J]·北京市政法管理干部学院学报,一 2002, (3).-61-64.
[9]苏霍姆林斯基.帕夫雷什中学[M]·北京:教育科学出版社,1983 年版.
[10]李棋.发展电化教育应重视的几个问题[[J]·电化教育研究,-2002 (9).-3-6 一 9.
[11]袁清坷,何圣华.参与式互动教学法的探索与实践[[J]·广东工业大学学报:社科版,一 2002 (2).一 118 一 120.
[12]罗国杰.面向新世纪的品德素质教育一中外学者中纵论传统文化与青少年品德培 养[M]·北京:中国统计出版社,1999 年版.
[13]宋治安.中学思想政治课教学法【M]}北京:北京人民出版社,1990 年版.
[14]王吉鹏,李雪铭主编.学术研究及学科教学论丛[M]: ISBN7-206-03424-1/G 1281. 吉林人民出版社,2001 年版.
[15]林华芳.多媒体教学法研究[[J]·昆明理工大学学报(社会科学版),-2003 3 (1).
[16]钱铭怡.心理咨询与治疗[M]北京:北京人民出版社,1994 年版.
[17]赵业新.积极推进法学教育改革,培养复合应用型法学人才[[J]·皖石学院学报, 一 2002. 18 (5)一 52 一 55.
[18]张贵仁.思想政治教育的理论与实践[M]·长春:吉林人民出版社,2001 年版.
[19]贺允清.论思想政治课学科建设[M]北京:人民教育出版社,1993 年 2 月版.
[20]刘燕.试论如何构建素质教育课程体系[[J]·贵阳师范高等专科学学报:社科版,一 2002, (3)一 61一 63.
[21]国家教委.中学生日常行为规范·1994 年 3 月.
[22]左其沛.中学德育心理学[M]·长春:吉林教育出版社,1983 年版.
[23]谢国基.现代中小学生德育研究与探索[M]·浙江:浙江教育出版社,1998 年版.
[24]贺允清.思想政治课改革的理论与实践「MI 北京:人民教育出版社,1992 年 3 月版.
[25]胡守荣.学校·家庭·社会教育一体化[M]·福建:福建出版社,1992 年 6 月.
[26]高新华.法律基础课的“意识教育”初探[J],常熟高专学报,- 2002, 16 (6)一 26 一 27.
[27]余祖伟,何光耀.教师作用的再思考[J]·广西社会科学,- 2002, (S).-259-261.
[28]纪伟,详仁慧.鼓励学生大胆质疑,培养学生创新能力[J]·雅安教育学院学报,一 2002 16 (3)一 75 一 76.
[29]宋人鳌.学校德育工作指南〔M]·长春:东北师范大学出版社,1991 年 7 月版.
[30]舒本顺.案例分析法初探[[J]·中学思想政治课教学,2002, (7).-34-35.
[31]江建华,叶增喜,谢东明.青少年违法犯罪的特点、成因及对策研究[[J]·中学思想政治课教学,2002,(10)一 54 一 57.
[32]“为了明天”预防青少年犯罪展的启示 http://www.sina.com.cn 1999 年 11 月 30日 10:17 光明日报
[33]青少年犯罪的家庭因素剖析 http://edu. sina. com. cn 2000/06/27 法制日报
[34]沈爱群.预防得力可减少青少年犯罪.中国青少年犯罪研究会副会长周长康的 最新调研成果.
[35]教育部全国教育普法领导小组办公室编著.孙霄兵主编.小学生法制教育读本 [M]·北京:中国地图出版社,2003 年 7 月版.
[36]教育部全国教育普法领导小组办公室编著.孙霄兵主编.中学生法制教育读本 [M]·北京:中国地图出版社,2003 年 7 月版.
[37]刘志刚.中小学校园暴力问题探析[Jl·中学政治教学参考,2003 ] (I-2)一 13-
[38]戴健林.法律社会心理学 广东高等教育出版社 2002.10
[39]徐志宏.思想政治理论教育教学论 北京:高等教育出版社,2006.3
[40]邱伟光,张耀灿 思想政治教育学原理 北京:高等教育出版社 1999
[41]刘强 思想政治教学新论 北京:高等教育出版社,2003.12
[42]Bernard R. Gifford&Noel D. Enyedy,Activity centered Design :Towards a Theoretical Framework for CSCL ,http://kn. cilt. org/csc199/A22/A22. HtM.
[43]David H. Jonassen&Lucia Rohrer-Murphy (1999),Activity Theory as a Framework for Designing Constructivist Learning Environments,ETR&D, Vol. 47, No. 1,1999.
[44]Patrica L. Smith,Tillman J. Ragan(1999), 《Instructional Design 》Second Edition, John Wiley &Sons,Inc 1999.
[45]webmaster e21. edu. cn
[46]L inda Campbell;Bruce Campbell;Dee Dickinson,2001. 9 .
[2]冯建斌.教师素质与素质教育[J]·教育探索,- 2001, (3).
[3]毛颖.课堂教学实施素质教育的思考[J],学科教育,一 1999 (11).
[4]符世平.课堂素质教育的探索与实践[J]·基础教育研究,一 1999, (1).
[5]林崇德.品德发展心理学[M]·上海:上海教育出版社,1989 年版.
[6]蔡丹阳.强化法律基础课的思想教育功能[J]·思想教育研究,-2003, (6).-40-42.
[7]刘修春.思想政治课教学论[M]·大连:辽宁师范大学出版社,2000 年 3 月版.
[8]刘金祥.论案例教学法[[J]·北京市政法管理干部学院学报,一 2002, (3).-61-64.
[9]苏霍姆林斯基.帕夫雷什中学[M]·北京:教育科学出版社,1983 年版.
[10]李棋.发展电化教育应重视的几个问题[[J]·电化教育研究,-2002 (9).-3-6 一 9.
[11]袁清坷,何圣华.参与式互动教学法的探索与实践[[J]·广东工业大学学报:社科版,一 2002 (2).一 118 一 120.
[12]罗国杰.面向新世纪的品德素质教育一中外学者中纵论传统文化与青少年品德培 养[M]·北京:中国统计出版社,1999 年版.
[13]宋治安.中学思想政治课教学法【M]}北京:北京人民出版社,1990 年版.
[14]王吉鹏,李雪铭主编.学术研究及学科教学论丛[M]: ISBN7-206-03424-1/G 1281. 吉林人民出版社,2001 年版.
[15]林华芳.多媒体教学法研究[[J]·昆明理工大学学报(社会科学版),-2003 3 (1).
[16]钱铭怡.心理咨询与治疗[M]北京:北京人民出版社,1994 年版.
[17]赵业新.积极推进法学教育改革,培养复合应用型法学人才[[J]·皖石学院学报, 一 2002. 18 (5)一 52 一 55.
[18]张贵仁.思想政治教育的理论与实践[M]·长春:吉林人民出版社,2001 年版.
[19]贺允清.论思想政治课学科建设[M]北京:人民教育出版社,1993 年 2 月版.
[20]刘燕.试论如何构建素质教育课程体系[[J]·贵阳师范高等专科学学报:社科版,一 2002, (3)一 61一 63.
[21]国家教委.中学生日常行为规范·1994 年 3 月.
[22]左其沛.中学德育心理学[M]·长春:吉林教育出版社,1983 年版.
[23]谢国基.现代中小学生德育研究与探索[M]·浙江:浙江教育出版社,1998 年版.
[24]贺允清.思想政治课改革的理论与实践「MI 北京:人民教育出版社,1992 年 3 月版.
[25]胡守荣.学校·家庭·社会教育一体化[M]·福建:福建出版社,1992 年 6 月.
[26]高新华.法律基础课的“意识教育”初探[J],常熟高专学报,- 2002, 16 (6)一 26 一 27.
[27]余祖伟,何光耀.教师作用的再思考[J]·广西社会科学,- 2002, (S).-259-261.
[28]纪伟,详仁慧.鼓励学生大胆质疑,培养学生创新能力[J]·雅安教育学院学报,一 2002 16 (3)一 75 一 76.
[29]宋人鳌.学校德育工作指南〔M]·长春:东北师范大学出版社,1991 年 7 月版.
[30]舒本顺.案例分析法初探[[J]·中学思想政治课教学,2002, (7).-34-35.
[31]江建华,叶增喜,谢东明.青少年违法犯罪的特点、成因及对策研究[[J]·中学思想政治课教学,2002,(10)一 54 一 57.
[32]“为了明天”预防青少年犯罪展的启示 http://www.sina.com.cn 1999 年 11 月 30日 10:17 光明日报
[33]青少年犯罪的家庭因素剖析 http://edu. sina. com. cn 2000/06/27 法制日报
[34]沈爱群.预防得力可减少青少年犯罪.中国青少年犯罪研究会副会长周长康的 最新调研成果.
[35]教育部全国教育普法领导小组办公室编著.孙霄兵主编.小学生法制教育读本 [M]·北京:中国地图出版社,2003 年 7 月版.
[36]教育部全国教育普法领导小组办公室编著.孙霄兵主编.中学生法制教育读本 [M]·北京:中国地图出版社,2003 年 7 月版.
[37]刘志刚.中小学校园暴力问题探析[Jl·中学政治教学参考,2003 ] (I-2)一 13-
[38]戴健林.法律社会心理学 广东高等教育出版社 2002.10
[39]徐志宏.思想政治理论教育教学论 北京:高等教育出版社,2006.3
[40]邱伟光,张耀灿 思想政治教育学原理 北京:高等教育出版社 1999
[41]刘强 思想政治教学新论 北京:高等教育出版社,2003.12
[42]Bernard R. Gifford&Noel D. Enyedy,Activity centered Design :Towards a Theoretical Framework for CSCL ,http://kn. cilt. org/csc199/A22/A22. HtM.
[43]David H. Jonassen&Lucia Rohrer-Murphy (1999),Activity Theory as a Framework for Designing Constructivist Learning Environments,ETR&D, Vol. 47, No. 1,1999.
[44]Patrica L. Smith,Tillman J. Ragan(1999), 《Instructional Design 》Second Edition, John Wiley &Sons,Inc 1999.
[45]webmaster e21. edu. cn
[46]L inda Campbell;Bruce Campbell;Dee Dickinson,2001. 9 .
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |