The Impact Of Institutional Reform Of University Entrance Exam On The Teaching Of Ideological And Political Course In Middle School

The ideological and political lesson is a compulsory course for high school students, conveying elementary knowledge and principles concerning social economy, politics and culture to the vast majority of students. With the knowledge of ideological morality and value conception being imparted, the ideological and political lesson helps the overwhelming majority of young students to cultivate a correct attitude towards life and solve problems in their daily life. The ideological and political course in middle school had turned into an elective subject from an indispensable one after the reform in college entrance examination system in 2014. This change brought a problem demanded to be considered by the teachers of ideological and political lesson in middle school: how to adjust the current situation of the teaching of ideological and political lesson in middle school in order to suit the need of new curriculum reform. Under this background, the impact of institutional reform of university entrance exam on the teaching of ideological and political course in middle school was discussed prudently and the relevant countermeasures were put forward specifically in this paper. On the one hand, the research results of the teaching of ideological and political lesson could be enriched to some extent, further leading to exploring the benign interaction between reform of university entrance exam and teaching practice of the ideological politics. On the other hand, this paper is able to provide feasible guidance for the teaching of ideological and political lesson in high school under the effect of reform in the college entrance examination system.This paper was totally divided into five parts. The first part was introduction, which outlined the thesis background and research significance, sorted out related references and proposed research methods of this paper. The following part of this paper is about the process of reform in the college entrance examination system, divided into three parts that elaborated the development of college entrance examination system concretely. The third part described the impact of reform in the college entrance examination system on the teaching of politics in middle school. The previous and present effect of reform in the college entrance examination system on the teaching of ideological and political lesson in middle school was analyzed specifically in this part, and the changes need to be made were also pointed out here. The fourth part of this paper concretely indicated the adjustment measures that aimed at making the teaching of ideological and political lesson in middle school adaptable to the reform in college entrance examination system. The last part is conclusion, further summarizing the whole thesis.This paper indicated the reform in college entrance examination system had an important influence on students, teachers and teaching work, and the teaching of ideological and political lesson in middle school must make a change to meet the requirement of college entrance examination reform. The educational conception and teaching idea of teachers need to be changed; the mode of ideological politics teaching demands to be optimized; the curriculum arrangement requires to be adjusted; the students’ learning enthusiasm needs to be motivated. Specifically, the adjustment measures of the adaptation in teaching of the ideological and political lesson in middle school to the reform in college entrance examination system could start from six aspects: encouraging students to select politics in the college entrance examination and elevating the subject status of politics; paying more attention to the teaching of the ideological and political course in middle school; boosting changes in the teaching idea of teachers and promoting the teacher qualities; innovating teaching contents and focusing on students development; reforming the teaching evaluation system and building a two-way evaluation system; improving teaching methods to stimulate the learning interests of students.