Study On Ideological And Political Comprehensive Inquiry Teaching In Senior School

Four senior school ideological and political compulsory textbooks published bythe People’s Education Press in 2004, after each unit set up a comprehensive inquiry,which is a major innovation and highlights of the ideological and political sciencecourses. Today, the comprehensive inquiry has gone through seven years, and relatedresearch is fruitful. I found in the same line of teacher talk and teaching practice,teachers generally find it hard to teach ideological and political comprehensive inquiry,students lack the enthusiasm to explore, teachers lack the energy and experience toteach. The effect of teaching encounter bottleneck in the development.This paper tries to in-depth analysis of the current problems in the teaching, andstrives to capture the overall comprehensive inquiry teaching to carry out its proposedoperational countermeasures and suggestions. I hope that can synthesize new ideas toguide the majority of political teachers and innovative arrangements to explore theactivity time, we can have a correct understanding of the comprehensive inquiryteaching to break through the bottleneck to highlight its value.Studying on ideological and political comprehensive inquiry teaching in seniorschool, this paper consists of three parts:The first part of this article from the senior school ideological and politicalcomprehensive inquiry lesson content to start, discusses the ideological and politicalcomprehensive inquiry teaching’s connotation, highlighting the nature andcharacteristics of the teaching of this discipline. Meanwhile, Specify the status ofcomprehensive inquiry lesson of senior school ideological and political: it is anintegral component of the ideological and political, it has the ability to train studentsto use knowledge and it is an important part of students’independent learning andresearch study. In order to better understanding of senior school ideological andpolitical comprehensive inquiry teaching, the paper discusses the significance of thecomprehensive inquiry teaching. First it is the implement the requirements of the new curriculum, it can change the way of students learn ,improve students’ comprehensiveability and change teachers’ concepts, improve teachers’ overall quality of the threeaspects of the system.on the basis of research and interviews, the second part reveal that the summaryof the comprehensive inquiry teaching problem ,including the use of textbook, therole of teachers and students and teaching methods. Then I analysis the reason ofideological and political comprehensive inquiry teaching .Including the concept ofteaching and the lack of their own qualities; adverse effects of students’ learningmotivation utilitarian and practical; the constraints of the teaching environmentteaching effectiveness; curriculum reform and teaching evaluation out of lineformation constraints.The last part focuses on the senior school ideological and political comprehensiveinquiry teaching countermeasures from five aspects. First, students and teachersshould work together to update their concepts; second, teachers should explore theteaching design, including make the comprehensive inquiry teaching objectives clear,make reasonable arrangements for the inquiry lesson time, well to do comprehensiveinquiry teaching various stages of design. Third, during teaching process ,it isnecessary to correctly handle the five relationships: correctly handle the relationshipof students to explore and teacher-led; correctly handle the relationship of inquiry andthe active form; correctly handle the relationship of the inquiry-based learning andacceptance of learning ; correctly handle the relationship of the inquiry results and theprocess; correctly handle the relationship between teaching resources andextracurricular resources. Fourth, optimize the teaching environment in order to formthe social cooperation. Fifth，try our best to innovate teaching evaluation to promotethe development of teaching.