The Research On The 'Comprehensive Inquiry' Teaching In High School Ideology And Politics Course

To meet the requirements of new curriculum reform,the 'comprehensive inquiry' which is relevant to the content,is added to high school ideology and politics compulsory textbook in the end of each unit.For many people,this is regarded as the major innovation and high point of the ideological and political course reform.As is expected,fully implementing the concept of "student-oriented",the content keeps a foothold on the reality and penetrates subject knowledge.What's more,not only does it help truly apply what students have learned to cultivate their innovative spirit and practical ability,but also fully embodies the high school politics teaching practice and the characteristics of the times.As a result,the teaching of 'comprehensive inquiry' part becomes a mere formality.So,in such a setting,what can we do to out of the woods and adapt to the requirements of new curriculum reform?Based on these,this article is divided into 5 parts to introduce my research in this aspect.PART ?.Firstly,know the relevant research on this topic at home and abroad.Then,decide my research thoughts and approaches.Lastly,point out the evidence and significance of the topic along with its innovation.PART ?.Based on the true meaning of 'comprehensive inquiry' and significance of this new course in high school ideology and politics compulsory textbook,I try to reveal the significance and necessity of'comprehensive inquiry' in high school education by analyzing its connotation and denotation.PART ?.Through questionnaires and interviews,investigate the current situation of 'comprehensive inquiry' teaching in high school ideology and politics course(take PHILOSOPHY AND LIFE for example)from the aspects of teachers and students.PART ?.List the problems still existing in teaching 'comprehensive inquiry' and present the causes such as teachers' lacking in attention,single teaching contents,low students participation,and so on,which decrease the effects of the course.PART ?.So,how can we effectively carry out 'comprehensive inquiry'teaching in high school ideology and politics course(take PHILOSOPHY AND LIFE for example)?In my opinion,teachers are expected to change the old concept of teacher-student relationship firstly,and then they should try to design rational teaching links and activities in accordance with some procedures while providing students with a comprehensive,positive,a wide range of evaluation to stimulate students' active roles in learning.