Research On Problem-based Teaching Used To The Thought Politics Curriculum In Senior High School

Under the guidance of the concept of new curriculum reform, thought politics curriculum in senior high school has achieved certain results in the field that innovative and improve teaching methods.However, we should also see the problems existing in the methods of thought politics curriculum in senior high school, such as part of the teachers are still accustomed to the traditional "cramming education" which makes the theoretical strongly thought politics curriculum is more boring, less popular among students. As a result, it is very difficult to achieve the expected teaching effect. On this basis, according to the high school student’s body and mind development characteristic, the new curriculum reform as well as the social demand for talents, the author thinks that in thought politics curriculum using the problem-based teaching is a good choice to improve this situation. In this paper, the problem-based teaching in high school thought politics curriculum has explored the application.The full text is divided into four parts. The first part is that background, significance of this topic is put forward. A well as the domestic and foreign research results about the subject.The second part summarizes the definition of problem-based teaching by the concept of "problem","teaching". Namely, it is an important form of expression that refers to the problem-centered teaching method. It is the teaching content into question that guide students by solving problems so as to grasp the knowledge, develop ability, develop good moral sentiment. The third part is the mistakes and reasons that problem-based teaching is used to thought politics curriculum in senior high school. It argues that the problems mainly include the following aspects:first, it designed far from students; second, teaching problems face the object of a single; third, students are lack of thinking space; fourth, the answer to the question is too narrow to standardize. For the reasons of the existence of the above problems are also analyzed in this paper, mainly include four aspects:on the one place, part of the teachers’ professional quality needs to improve; on the two place, scheduling is not good for the teaching development; on the three place, the relationship between teachers and students are too tight or fusion; lastly,some students lack of problem consciousness.The fourth part, some measures are given to improve these situation. first, teachers should pay attention to the rationality of the problem-designed; Second, a good classroom atmosphere must be create; Third, to grasp the good classroom "stay white " time; Finally, the correct response to the student’s "not considered" answer.