The Research For Teaching Effectiveness Of Ideological And Political Courses In Middle School

The dissertation studies the effectiveness of the ideology, morality, and politicscourses in middle school. The basic theoretical hypothesis is as follows: The teachingeffectiveness of these courses, which is mainly embodied as the impact on formingmiddle school students’ views on values, life and world, depends on the mutualcoordination and adaption of various links in teaching process, on the positiveinteraction between the teaching process and the educational context. To ensure thedissertation based on the facts, relevant researches and analysis are carried out inseveral middle school in Shanghai Zhabei District.The middle school is the period when we gradually get physically and mentallymatured, and also the key stage we gradually form our views on values, life and world.The ideological and moral, ideological and political courses in middle school,working as the main platform and the main channel of Ideological and politicaleducation, shoulder the responsibilities to spread the national mainstream ideologyand provide spiritual impetus for adolescents healthy growing up. The investigationand study on the teaching effectiveness of the ideological and moral, ideological andpolitical courses will not only rich teaching effectiveness theory in secondaryeducation, but great significance in providing a reference for the teaching ofIdeological and moral, ideological and political courses in middle school, and guidingthe teaching practices as well. The analysis on the status quo of the effectiveness ofmiddle school ideological and moral, ideological and political courses and discussionon their teaching tactics provide not only a direct reference for the teachers to haveeffective teaching, but also help to the teaching effectiveness of middle schoolideological and moral, ideological and political courses, strengthen and improve theideological and political education of middle school students.This dissertation consists of six parts.The first chapter is the introduction, mainly explains the origin. It reveals theoreticallythe tension between the real situation of the courses and the necessity of improvingthe effectiveness of teaching ideological and moral, ideological and political courses.It reviews the relevant researches, studies the academic premise and seeks for themeanings and methods of the research.The second chapter is the the relevant theories of teaching effectiveness. Throughcombing several teaching effectiveness theories, it sets up the model of "effectiveelements---effective process---effective results" and forms the basic understandingson the systematic requirements and basic rules to improve the teaching effectivenessof ideological and moral, ideological and political courses. These are the theoreticfoundation of the dissertation. The third chapter is the analysis of the elements of effective teaching. The attributionanalysis is used to seek the key elements in effective teaching, namely the subject andobject elements-teachers and students, the process elements-course objectives, content,methods, carrier elements-educational context. The chapter forms the basic analyticframework.The fourth and fifth chapters are empirical research and analysis. It takes theexamples from Shanghai Zhabei District and conducts investigations on the teachingeffect under the guidance of effective teaching theory as the basis of teachingeffectiveness and analytical framework through the multidimensional research. Itanalyses the process of teaching Ideology and Morality and Ideology and Politicscourses and the teaching effectiveness of the new curriculum. It summarizes the maindeficiencies and problems on each links of the teaching process of the ideological andmoral, ideological and political courses after adopting the curriculum reform andexplore the main reasons for the formation of the problems.The sixth chapter is the methods to improve the effectiveness of teaching. Theargumentation strategies include: to strengthen the ideological and political qualityand capacity building of the teachers; to establish the teaching objectives, content, andmethods, which could correspond to the changes of the current situation and studentsreality; to build up the curriculum network platform to keeping up with theinformation age; to form the comprehensive assessment and feedback mechanism tohelp the teachers and students make improvement together.