摘要
高中思想政治课教师的教学焦虑是课改后的典型群体样态，在个体信仰、课程改革的适应性与现实的思想政治教育问题方面表现得尤为突出。这种教学焦虑的产生源自高中思想政治课程的社会境遇与主流价值导向的时代冲突、教学过程中“理论化”与“实践化”的教学冲突、课堂中师生关系的地位变化，因而有必要对如何缓解高中思想政治课教师生成的教学焦虑问题进行理论反思，以期寻求破解焦虑样态的有效途径。
Ideological and political teachers＇ teaching anxiety in senior high schools is the typical features of the curriculum reform. It is particularly prominent in the individual belief, the adaptability of curriculum reform and the practical problems of ideological and political education. Teachers teaching anxiety results from the conflict between the social state of the course and the mainstream value-orientation , the conflict between theory and practice in the teaching process as well as the contradictions between the leading role of teachers and the dominant position of students. Therefore, it is necessary to theoretically self-examine the teaching anxiety in order to find out the way to solve the problem.
出处
《课程·教材·教法》
CSSCI
北大核心
2011年第12期57-61,共5页
Curriculum，Teaching Material and Method
基金
“国家社会科学基金”教育学类课题“后现代哲学思潮与我国教育基本理论研究方法论、核心观点和研究视域的变化问题研究”(BAA080014)
教育部新世纪优秀人才支持计划项目“教育本土化与农村职业教育问题研究”(NCET-07-0171)
东北师范大学2011年度研究生创新研究基金项目(项目编号:10SSXT110)
关键词
高中
思想政治课教师
教学焦虑
senior high schools teachers of ideology and politics teaching anxiety
