Study On Teaching Transition Of Injunior-senior High School Politics Class Under The New Curriculum Reform

The new round of Curriculum Reform of Basic Education, since its implementation from the beginning of this century, has been practiced three rounds in middle school, which not only constantly improves politics teaching in middle school, but also exposes some problems under the new situation. Combining current teaching situation in politics class middle school, teaching problems about how to smoothly transit from junior middle school to high school on teachers and students should be attached great importance and reasonably resolved.The implementation background of new curriculum reform and the core idea it has advocated provide a solid theoretical support for the teaching transition of high school politics lesson. The theory of the Zone of Proximal Development helps middle school students break the limitation of knowledge and offers them ability in transition stage, which provides a possibility to transition teaching. The strong promotion about the learning theory of constructivism and humanism also makes students gradually get rid of the passiveness and control in the study, and they can complete high school learning under the guidance of teachers with the attitude of ownership. Of course, the teaching transition of high school politics lesson not only needs the strong theoretical support, but also cannot survive without the real situation of teaching. In other words, the transition has necessity and feasibility. On one hand, it is the right choice to conform to the times and improve quality of education. On the other hand, it meets the demand of harmonious campus, leading knowledge system construction of politics among teachers and students, and achieving teaching goals.The author combines own internship experience in middle school, and through the communication with several teachers who come from different grades and have abundant teaching experience, finding teaching problems arising from the transition is varied. For teachers, the problems mainly focus on the multiple overestimated about students’ ability, and the lack of integration on the knowledge especially the common politics knowledge. For students, the important problem is the disconnection between theory and practice. Besides this thesis, the more important thing is to conduct double analysis from subjectivity and objectivity, explore the root, find the problem, combine different main bodies, and try to offer organizational strategies specifically in the end.About the organization strategy, the author embarks from three main bodies, combining the different characteristics and status of schools, teachers and students in teaching, applying multi-pronged approaches to overcome problems. As for schools, through the integration of rich teaching resources, they should create opportunities for teachers and students to communicate across different school grades, enhance understanding, strengthen the experience, and use the information technology resources by network platform to deepen interaction and realize the teaching transition. To teachers, on the basis of studying curriculum requirements and following the teaching law, they should grasp teaching aims and teaching methods of the different stages accurately. As for the students, they should adopt self-adjustment with knowledge construction, making breakthroughs from a brand new start.