Research On The Effectiveness Of Problem Designing In Politics Course In High Schools

The research on the effectiveness of problem designing in the course of politics in high school aims to explore how to design effective problems to cause advanced thinking about values in students on the background of the new curriculum reform. Facing the challenges and chances brought about by the transformation from the old teaching paradigm to the new, the author focuses on problem effectiveness in problem-based teaching and carries out a detailed study on a variety of teaching theories concerned with problems by integrating the features of the ideological and political subject. The first part of the paper provides the theoretical basis. First, it analyses and compares problem-based learning, problem enriched instruction and the latest foreign problem-research theory, especially the part of problem designing. Thus, it establishes a scientific and,theoretical support. Then, combined with the current research situation of the ideological and political instruction concerned with problems, it gives a definition to problem effectiveness in the present paper, and also expounds the significance, research ideas and methods, which paves the way for the study as a whole.The second part contains a sampling survey of the normal ideological and political course in some high schools in Zhejiang Province, and also analyses fourteen coursewares from the Lecture Competition of Zhejiang Province. It focuses on the problems that teachers use from the aspects of problem focus, problem context, problem type, problem excitation, teaching material problem and inquiry problem in normal classes and competition classes, finding the "problem" behind the problems and the main reason for the problem so as to pave the way for the implementation of strategies.The third part discusses the feature and the value target of effective problem designing on the basis of the feature and the function of the ideological and political course, which provides a standard and a starting point of values for teachers to grasp the problems of "what kind of problem is effective" and "what values should be set on designing effective problems".The fourth part mainly explores the supporting system of designing an effective problem, which develops around the relationship between teachers and teachers, students and students, courses and courses. It also explores the real meaning and value of designing effective problems. The paper proposes that the steering of curriculum paradigm, teacher role, and teaching environment is a necessary and durable supporting power outside the designing of problems. As an effective method and an intermediate link to enhance teaching effectiveness, problem designing effectiveness finally serves the realization of educational significance in the course.The fifth part, which studies the strategy of improving the effectiveness of problem designing, is the crucial part of this study. This part focuses on the micro process of effective problem designing. The designing process starts with the scope and the domain of the problem itself, which makes teachers aware that the problem designed is fixed as a problem set which "is mainly a default problem, a content and methodology problem, and a semi-structured problem". This problem set exists in the class mainly as a problem system. The process of problem designing contains integrating target system, forming values, establishing aneffective context and forming the finally problem. The process is also analyzed in detail along with cases of class, which offers a concrete guide to teachers in their teaching practice.