思想政治课“诱思——探究式”教学模式分析-analysis of the teaching mode of.docxVIP

（一）预设情境——激发学生的学习热情···········································27（二）以问诱思——引发学生深入思考··············································28（三）合作探究——指导学生主动学习··············································29（四）整合建构——帮助学生形成整体认知········································31（五）诊断延伸——提升学生理论联系实际的能力·······························32第四章思想政治课“诱思——探究式”教学模式的实验分析·······················34一、教育实验研究············································································34（一）确定教育实验对象································································34（二）制订教育实验方案································································34（三）系统实施教育实验································································35二、实验效果分析············································································35（一）关于学习习惯的分析·····························································36（二）关于学习兴趣的分析·····························································36（三）关于学习成绩的分析·····························································37三、实验结论··················································································38（一）增强思想政治课魅力，诱发学生学习兴趣··································38（二）培养学生个性品质，塑造学生健全人格·····································38四、实验反思··················································································38（一）思想政治课“诱思——探究式”教学模式实施过程中的问题归因····38（二）提升教学模式的改进措施·······················································39结论······························································································41注释······························································································42参考文献···························································································44附录······························································································46攻读硕士学位期间发表的学术论文··························································55哈尔滨师范大学硕士学位论文原创性声明················································56哈尔滨师范大学硕士学位论文使用授权书··························错误!未定义书签。致谢···················