On Improving The Teaching Effect Of The Ideological And Political Lesson Under The Background Of Academic Proficiency Test

Regular high school students of science have to attend the politics course for one year after the science-humanities division. The politics course, which is not included in the college entrance examination, has been placed in an awkward position in science classes. Some teachers frequently complain that it is difficult to teach the politics course in science classes and students of science are unwilling to take the course seriously. However, the regular high school academic achievement examination system has been implemented from 2009. Both students of science and humanities must take the academic examination of political education course. What is the current state of the politics course learning among regular high school science students in today’s quality-oriented education? In order to answer this question, we carried out a questionnaire survey among the teachers and students of several regular high schools in Changsha and interviewed some teachers and students to find the truth. The survey shows that the science students in regular high schools are not much interested in politics course. Most of the students are forced to take the course because of the academic achievement examination. They do not approve much of the current teaching contents of the politics course, expecting more practical contents. Although students have to take the academic achievement examination in their second high school year, the negative publicizing from some science teachers or class advisers may cause the students to mistakenly regard that the politics course is not important. Meanwhile, the teaching patterns of politics teachers and their attitude towards the students, as well as how the students look at their politics teachers, may impose big influence on their politics course learning. Therefore, schools should pay more attention to the politics course. The teaching of politics course needs to be closely connected to the current events instead of being limited to the textbooks to boost students’ quality. Coordination between teachers of politics course and teachers of other courses, especially class advisers, should be strengthened to create a sound atmosphere for science students’ learning of politics course. Communication and democratic collaboration between students and teachers should be strengthened to arouse students’ interest to learn. At the same time, science class attendance should be enlarged and students’ interest in politics learning should be generated, using interest to promote learning and the teaching efficiency of politics course in science classes.