Problems And Solving Strategies In The Lead-in Section Of Ideological And Political Education In Senior Middle School

In the teaching practice of our country, the lead-in section is the primary teaching behavior. Although it accounts for a low proportion of all the teaching time in a lesson, it plays an important role in arousing the students’ interest in ideological and political education, as well as achieving the best teaching effect. Therefore, by optimizing the lead-in section, firstly we can create a strong, relaxed and pleasant learning atmosphere in a moment, allowing the teacher interact better with the students. Secondly it will stimulate the students’ interest in learning, and they will pay more attention to the ideological and political course. Then it is beneficial to develop the width and flexibility of students’ thinking, which makes it possible for the students to take the initiative into the best learning state and achieve the transformation of “ I am made to learn" to "I want to learn".At present, in the background of new curriculum and new college entrance examination, the lead-in section research is mainly concentrated on the subjects of Chinese, mathematics, English, but the research on the lead-in of the ideological and political course teaching is relatively weak. At the same time, there are many problems in the practical teaching, leading to a depressed learning atmosphere. Based on such background, I put forward the problems and solving strategies in the present lead-in process of the ideological and political course.Apart from the forward introduction, this paper is divided into three parts, which are as the following. In the first part, the paper summarizes the related problems of high school ideological and political education and discusses the meaning, basic theory and the significance of the introduction, as well as the definition of optimizing the lead-in link of high school ideological and political education. According to teaching practice, the paper concludes the meaning of lead-in and lead-in design. As for the basic theory of high school ideological and political education, this part analyses it from three aspects. According to the constructivist teaching theory, the knowledge is not taught through the teachers; learning is the process of students’ initiative gain. The lead-in of Ideological and political course is to try to create a suitable learning environment, so that students can actively construct their own knowledge, so as to achieve the purpose of students’ effective realization of the current knowledge. Ausubel’s "advanced organizer" theory thinks that before the formal learning of new knowledge, to introduce some of the key elements that they are more familiar with, including formal learning materials to help students reorganize their learning structure and being incorporated into their own knowledge structure. Hagel’s aesthetic theory states from the perspective of aesthetics that the beauty of lead-in process plays an active part in achieving the good effect of the political lesson teaching The significance of optimizing the lead-in link is discussed from the aspects of implementing the new curriculum requirements, students, teachers and the school’s political teaching. Namely, optimizing the lead-in link is the implementation of the new curriculum standards, the creation of a good classroom atmosphere for high school ideological and political class. It can stimulate students’ interest, mobilize the enthusiasm of students’ learning enthusiasm, improve teachers’ teaching quality, and realize teachers’ professional development.The second part analyzes the problems and the reasons of the lead-in section of high school ideological and political lesson. Based on the teaching practice, this paper analyzes the four types of problems of the current ideological and political education: firstly the limited way of lead-in process leads to a lack of fun, secondly the boring words leads to the lack of vividness, then focusing on the form can cause the lesson lack of being targeted, finally, being far from the life lead to lack of freshness. The reasons are that the teachers don’t have a proper teaching theory and don’t pay much attention to lead-in, as well as have a fixed teaching way.The last part discusses the countermeasures and suggestions on the lead-in of the high school ideological and political lesson from three aspects: the principle of the design and the specific strategies of the design. The lead-in of Ideological and political course in high school must insist on proceeding from the reality of students and the principle of their interest; we should do following the perspective of the needs of the curriculum, and the simplifying principle. At the same time, in the specific strategy, the paper puts forward the concrete strategies, which are based on the visual stimulation, and the students themselves like to stimulate the students themselves; To support the flip classroom, students play the main role, students are learning the subject; we stimulate students’ main position, so that students can really become the master of learning. Digging their own expertise to import will greatly stimulate students to learn the enthusiasm of the political class and play a multiplier effect; To generate teaching as the basis, improvisation should be used, the biggest difference between teaching and other work is the teaching object, the default and generation is the two teaching processes, seizing the opportunity to carry out an impromptu style import will play an unexpected teaching effect. Based on situational teaching as the platform, by carrying out the situation, the students can also live in a variety of situations every day. Students’ sense of participation will be improved using the situations the students familiar with, at the same time, best teaching effect can be achieved.