A Probe Into The Strategies Of Exploring Learning In Senior High School Ideological And Political Course

The new curriculum standards of ordinary high school ideological politics advocates for inquiry-based learning. To base on the student life experience, pay attention to the needs of the development of the student’s body and mind of the theory teaching and student’s life and social reality, the combination of time and space for students actively, make students from their own interest, their attention as well as the problems and their own life closely related, combining with the characteristics of physical and mental development of students and encourage students to explore independently, through the students’ independent thinking, cooperative learning, lets the student experience personally the process, such as observation, questioning, discussion, to explore the formation of personalized self understanding, at the same time, training students’practical scientific attitude and spirit.Combined with their own education teaching practice and with first-line teachers found in intercommunion and communication and common high school thought political lesson teacher feel the difficulty of the implementation of inquiry-based learning, students’ lack of ideological political lesson of the inquiry-based learning initiative and enthusiasm. Teachers’ lack of conducting inquiry-based learning experience and effort, the high school ideological political lesson inquiry-based learning effect is not good.Based on the profound reflection on the education teaching practice, on the basis of choosing the exploratory study of the implementation of the strategy of high school ideological political lesson, try to understand the problems that exist in the high school ideological political lesson teaching and the causes, trying to explore the high school ideological political lesson the study the implementation of the strategy, for the high school ideological political lesson of the concrete implementation and puts forward some countermeasures with pertinence and feasibility.In this paper, there are four chapters and a conclusion.The first chapter:the introduction, introduced the selected topic background, prevue the significance of topic selection, this paper summarizes the research status at home and abroad and puts forward the research ideas and methods, points out the innovation of this study and the insufficiency. The second chapter:define the basic concept of the high school ideological political lesson inquiry-based learning, this paper expounds the basic principles of inquiry-based learning. To clarify the cognitive learning theory and constructivist learning theory is the theoretical basis of inquiry-based learning.The third chapter:combining the education teaching experience and the specific questionnaire research and interaction with front-line teachers summarized the exploratory learning there is a high school ideological political lesson teaching material use is not reasonable, inquiry-based learning problems such as insufficient time and explore activities become a mere formality. On this basis, the high school ideological political lesson inquiry-based learning problem causes are analyzed and discussed.The fourth chapter:the concrete implementation of the inquiry-based learning strategy. First of all, to change students’ learning, teachers’ teaching and improving teachers’ professional quality; Second, the teacher wants to do a good job in high school ideological political lesson preparation before class of inquiry-based learning, deeply understand the status of the students, carefully analysis the teaching material content; optimize the integration of teaching resources; formulate learning case. Finally, the teacher wants to design a good high school ideological political lesson of the implementation of the inquiry-based learning scheme.Conclusion:specify the inquiry-based learning is a paradise for students to acquire knowledge and ability.