High School Classroom In The Ideological And Political Storyof The Action Research Approach

Since the issue of High School Political Curriculum Standards (Experimental) six years ago, classroom teachers have been seeking for a most suitable method·of politics teaching, resulting in the accumulation of valuable experience as well as puzzling topics. This paper focuses on the feasibility of the newly developed method of teaching through stories, aimed to find an effective way of high school politics teaching by means of Educational Action Research.Two rounds of action research have been carried out in Changchun Hope High School, of which the first contains such procedures as problem diagnosis, making plans, practical operations (based on the teachers'actions), evaluation and correction; The second deals with the following procedures:finding new problems, making new plans, performing new operations(based on the students'actions) and drawing new conclusions.This paper consists of six chapters. Chapter one introduces and defines the concept of politics teaching through stories based on the new curriculum reforms of politics teaching in high school. Chapter two provides theories and evidences for the further action research by means of consulting and analyzing the literature relevant to educational ideas, classroom teaching and action research. According to the current situation of politics teaching and the puzzles of politics teachers of Changchun Hope high school, Chapter three gives an objective and detailed analysis of the problems of politics classes of high school before the implementation of teaching through stories. Chapter four focuses on action research into common and typical problems, which is divided into two stages. The first stage starts in mid-August, 2010 and ends in early October, 2010 while the second stage lasts from mid-October to early December. In the process of research, qualitative and quantitative classroom observation, attendance and evaluation of a class as well as feedback and tests after class are mainly adopted so as to improve and perfect the research plan. Chapter five lays emphasis on the qualitative and quantitative analysis of the achievements in politics class teaching after adopting the method of teaching through stories, and makes a comparison of the changes before and after the experiment. The last chapter summarizes the experience and limitations of the research, making some suggestions on future politics teaching.This paper has the following research findings. First, the method of politics teaching through stories caters to the psychological characteristics of high school students and the changes of new textbooks, which is feasible for high school politics teaching. Second, teaching plans, learning plans and training plans of life and philosophy in Module Four have been written on the basis of the method of teaching through stories. Finally, some plays adapted from politics textbooks, which are applied to teaching through stories, have been accumulated so far.