Research On Case-based Teaching In Idelogy And Politices Course In Secondary School

The present ideology and politics teaching in the secondary school is still focusing on the knowledge pouring, theoretic explanation, and students' receiving information from the teacher, but not students' exploration, their ability in practice, or discussion, because teachers in the secondary schools are steadily affected by the old-fashioned idea of exam-oriented education. The role of ideology and politics course in secondary school as the positive moral course has not functioned well, the outcome of this kind of teaching is not satisfactory. While the openness of the class remains shallow and students' independent thinking, their personal practice and experience are underestimated. Therefore, emphasizing the scientific education ideal, and reforming the way of teaching, are the instant needs in the reform of ideology and politics course in the secondary school and for the developments of students themselves. Thus, exploring the way of the case-based teaching in the ideology and politics course is of the practical significance.With the characteristics of the ideology and politics teaching and the writer's own experience, and from the two spectrums of theory and practice, this thesis explores the relative theories and operational strategies in the implementation of case-based teaching in the ideology and politics course and therefore promote the efficiency of ideology and politics teaching.This thesis consists of five sections.In the first section the author illustrates the general theory of case-based teaching and its current developing status home and abroad, including the definition of case, the content and characteristics of case-based teaching, and its basic theory.In the second section the author states the positive part that the case-based teaching in ideology and politics course in secondary school has taken in propelling the quality-oriented education and the reform of the second phase.In the third section the author discusses in detail the strategies and methods in macro and micro spectrums. The author states the democratic, inspiring, illuminating, extensive and adaptive strategies in macro spectrum and perform theconcrete analyses, while in micro spectrum, the author states the related measures and keys according to the process of case-based teaching..In the fourth section the author highlights the 3 relations in the implementation of case-based teaching which are between the "learning" of the students and the "teaching" of the teacher; recognitive and non-recognitive activities; discussion on concrete cases and systematical learning of knowledge.In the fifth part the author discusses the further requirements for teachers when they carry out the case-based teaching in ideology and politics course in secondary school. Therefore, they must keep on studying and improve their ability to ensure the satisfactory effect of the case-based teaching method.To conclude, the pattern of case-based teaching in ideology and politics course as a try in the process of educational reform is not complete enough and further discussion is on the way in the later teaching practice.