A Research On The Construction Of Lively Teaching Model In The New High School Ldeological And Political Course

"Construction of the curriculum module with real life as basis and academic knowledge as support" is the key feature of the New Curriculum Reform and the basic guideline which the reform ought to follow. In the context of the New Curriculum Reform, the author brings forward the topic-research on the construction of lively teaching model in the new high school ideological and political course, and conducts certain amount of research from both theoretical and practical perspectives. This thesis mainly covers four aspects, namely the purpose of research, concept of this teaching model, effect of implementation (including related evaluation) and also the optimization of the model. The line of thought in this thesis is five stages of "theoretical guidance-programmer planning-practical research-verifying assumption-summarising refelection", while the research method focuses on actual practice, typical case analysis and literature search. On the basis of theoretical research and practical analysis, this thesis systematically discusses the academic findings worldwide, actual demand and theoretical foundation, basic structure and operating strategy, experimental results and social influence, optimization strategy and precautions for the teaching model.This thesis is consisted of five chapters and epilogue: The author starts the thesis with discussion about the background and the importance of the research. (The research on teaching model is not just the purpose, but more importantly an approach with methodological significance. The construction of lively teaching model in the new high school ideological and political course could lay the foundation for the lively teaching strategy in general, which is also the starting point of this thesis.) Then the author has a brief literature review about all the related research findings worldwide and brings forward an opinion of her own (all the related academic findings are constructive and yet lack practical application) as well as direction for further research.In the second part, under the guidelines of the new curriculum concept, the author conducts a discussion concerning the actual demand for constructing the lively teaching model (inevitable choice to enhance the value of the course and an important part in the New Curriculum Reform), as well as the sound proof based on philosophical, Pedagogical and psychological theories.In the third chapter, it is stated that the construction is a key approach during the process of applying lively teaching theory to practice. Based on her own experience as a teacher, the author advocates constructing a lively teaching model guided by the New Curriculum concept and the idea of "from and back to life". Composed of four steps, which are "situation induction", "exploring activity", "systemized knowledge" and "actual practice", this teaching model has six characteristics.Fourthly, based on class recordings, typical cases analysis, questionnaire and individual interview as well as comparison between experimental class and normal class, the author draws a preliminary conclusion and reflects on the experimental results and social influence after adopting the lively teaching model.In the fifth chapter, on the foundation of research findings and analysis on the status quo of lively teaching model development, the author conducts a further study regarding optimization and improvement of this model and proposes six strategies for optimization (six points for attention)Epilogue:the author points out the shortcomings of current research findings and proposes directions for future study.