Research On The Teaching Reform Of "Economic Life" Module In Ideological And Political

With the aid of modern information technology and the integration of various teaching resources, the flipped class has reversed the traditional teaching mode, which better reflects the concept of new curriculum:teaching after learning and learning as the center. Since the flipped class was introduced into China, it has caused the wide attention from the educational field and been put into practice in Physics and English. Introducing the flipped class into the ideological and political class in senior high school will not only meet the demands of education informationization and personalized teaching but also improve the concept and objective of high school ideological and political course and provides a new way of thinking for the teaching of that.Based on Economic Life, the author has theoretically and practically made a research on the value of and the design for the flipped class in senior high school ideological and political class. Theoretically, the flipped class used in Economic Life, consistent with the law of cognitive, learning and political teaching, will better achieve the 3D objects and conform the concept of new curriculum reform and satisfy the needs of students. Students will master economic knowledge through micro video self-studying before class, practice their abilities of cooperation, expressing and creativity, shift emotional attitudes and set up correct attitudes of money, consumption and employment. With the aim of providing practical suggestions for teachers and on the basis of theoretical research, the author has turned over the content of Economic Life, designed the process of the flipped class including teaching and accessing and set an example of A Comprehensive Exploration:Economic Globalization and China. Before class, students will self-study through micro video and learning list and the teacher will know their learning process and difficulties through online checking. Furthermore, the teacher will instruct students individually or organize further class according to their questions. In class the teacher and students will have exploring activities, cooperative learning and interactions around students’ questions. As for the assessing of the flipped class, it should be arranged throughout class. Although the author has designed the test link during class, however, a comprehensive evaluation is in need in the flipped class in senior high school ideological and political class.Therefore, the author has designed an evaluation sheet which combines process evaluation, diagnostic evaluation, self-evaluation and other-evaluation. This sheet links the effect of class with students’ explicit education, which can drive students attach more attention to the political class and take tasks serious. Finally, combined with specific teaching practice, the author has made reflections on the problems in the module of Economic Life and put forward some suggestions in order to promote students’ attitudes to the flipped class, improve their participation in class and develop their awareness and abilities of participating in economic life.