Study On The Case Teaching Of High School Ideological And Political Course Problems And Countermeasures

In the backdrop of the Curriculum Reform of Elementary Education, cultivating students’ ability to analyze and solve problems, to integrate theory with practice, to Set up the correct world outlook, the outlook on life and values have become an important task for high school ideological and political course. To complete this task, optimizing the classroom teaching mode is imperative. Case-based teaching is a kind of teaching mode which under the guidance of teaching thought such as heuristic and lifestyle, in case as the carrier, guiding students to ask questions and figure out in a specific situation so as to improve students’ ability to analyze and solve problems. It has proved that implementing case teaching mode in the high school ideological and political course, can give full play to student’s main body function, and put students’ needs, motivation and interests in the core position, then make up for the deficiency of the traditional teaching mode. As one of the teaching mode that students are required to widely participate in, high school ideological and political course case teaching is high-profiled by the vast number of high school ideological and political course teacher in recent years. But as any kind of teaching mode, it still need to further solve problems. The effective use of high school ideological and political course case teaching also needs to research and explore constantly. According to the author’s teaching practice and interviews to first-line teachers, this paper focus on the current problems existing in the high school ideological and political course case teaching and its countermeasures study. Thus we divided this paper into four parts:The first part is the introduction, it started with putting forward problem and the research significance, had reviewed the research results at home and abroad, and briefly introduced the research ideas and research methods of this article.The second part mainly talk about the connotation and significance of the high school ideological and political course case teaching. First of all, the connotation of the high school ideological and political course case teaching is defined, based on which we analyze its characteristics; Secondly, we analyzed the importance of the high school ideological and political course case teaching form the course-characteristics, students’-quality, teacher -development, the realization of teaching goals and the relationship between teachers and students and so on. This part laid a theoretical foundation for the whole paper, and it also is the logical starting point of this whole article.The third part concentration on the existing problems and the reasons of high school ideological and political course case teaching. This part of the content is based on the author’s teaching practice and interview, then conclude problems existing in the high school ideological and political course case teaching. This paper deems that the main raw probably be one of them:using a single concrete application method, some new teachers’ poor-ability of organization, students’ lacking enthusiasm of participation, the lack of the sublimation of the case and so on. So we search for the causes of the problems, this paper holds that the main reason of these problems is root in the teachers:they are short of the system understanding of the specific process of case teaching, lack of proper teaching tact, cannot help students set a clear role and so on. This part provides a realistic foundation for how to improve the effectiveness of high school ideological and political course case teaching.The fourth part gives specific countermeasures of the high school ideological and political course case teaching. This part focus on countermeasure and carried on a corresponding analysis discussion on the effective use of the high school ideological and political course case teaching, which based on the problems existing in the high school ideological and political course case teaching. It put forward four principles to stick to, namely ideological level, to ask and thought, use practice to promote the theory, affection education wisdom; To deepen the case teaching understanding of teachers; To cultivate teachers’ teaching ability actively; To stimulate students’participation and attach more importance to the sublimation of the case.