The Investigation On Problem-oriented Teaching Model Of Politics Course In Senior High School

The problem is the power of thinking and the starting point of creation. The cultivation of citizens with problem awareness and innovative spirit is a must for the educational development in democratic societies. The innovation of education and the reform of teaching methods are the momentum and guarantee of the cultivation of qualified citizens in a democratic society and the harmonious and sustainable development of education. For a long time, the high-school Ideological and Political Course, concentrating on delivering systematic knowledge, has appeared dull in content and single in form. The teacher, when organizing their teaching, attempts to impose his/her own thoughts on the ones of the students in order to make the teaching content accepted by the students without any difficulties and ignores the training of students’ ability to put forward questions, analyze them and address the problems themselves. The teaching method of students following the teacher blindly can rarely arouse students’ enthusiasm for learning and initiative in mind, not to mention stimulate students’problem awareness and innovative spirit. In order to improve teaching quality and change the situation of high-school students unwilling to ask questions or being afraid of doing so, high-school Ideological and Political Course teachers should work on transforming the teaching patterns and methods and try to find a way to change the present teaching dilemma. As for high-school Ideological and Political class, the implementation of problem teaching model is undoubtedly a good choice and an essential trial.High school ideological and political course, aimed at cultivation of qualified citizens for the democratic society, guided by the requirements of new curriculum reform, is centered on improving students’ ability to address problems. Facing the reality of inefficiency and passiveness in high-school Ideological and Political class, the requirement of cultivating qualified citizens for the democratic society, and the pursuit of educating moral teachings to students to make them a better person, we must make the developmental demands set in the new curriculum reform the guideline of our teaching. On the basis of seeing clearly the importance of question teaching model in high-school Ideological and Political class, we should dig deeper into the theoretical construction and practical requirements of high-school Ideological and Political Course.Firstly, this thesis will analyze the importance of the question teaching model in high-school Ideological and Political Course from four aspects:the new curriculum reform, citizens in democratic societies, high-school students’development, and teachers’ proficiency. This model adapts to continuous development of the new curriculum reform, meets the objective demands of cultivating the innovative talents, and is conducive to harmonious students’ physical and mental development, to the improvement of teachers’ proficiency and the transformation of role they play in class and meets the basic requirements of the cultivation of qualified citizens for a democratic society.Secondly, this thesis will adopt the methods of collecting data, making contrast, and combining the theory and reality by starting with the high-school students’development in an all-round way, then integrating the high-school Ideological and Political class with question teaching model, and at last constructing the theoretical system for question teaching model in high-school Ideological and Political class. The major content of this thesis incorporates the theoretical basis of question teaching model, the teaching objectives of question teaching model in high-school Ideological and Political class, the basic structure of this model and its main characters.At last, guided by the theoretical system and the various problems existing in the application of the question teaching model, this thesis will make clear the practical requirements of the model. By means of contrast and the combination of theory and practice, the author of this thesis will clarify the principles that should be followed during the application of the model, and demands for teachers, students, teaching context, and the selected questions. The thesis will also give some detailed explanation to the relationship of the prevalent teaching models and question teaching model at the end of the thesis.