The Application Of Experiential Teaching Method In The High School Ideological And Political Discipline

The traditional inculcation model has certain advantages in teaching and taking tests,but its effect is not obvious in achieving the three-dimensional goal proposed by the New Curriculum Standard and stimulating the overall development of the students.Experiential teaching methods came into being in such a content.It is found previous studies that the experiential teaching methods have been just introduced and applied in the teaching of ideological and political disciplines in middle school in recent years..However,the research of experiential methods focused on teaching high school ideological and political disciplines is rare.Based on course teaching the combined with practice and theory,this paper is focused on the exploration of experiential teaching mode of ideological and political courses in high school,in order to provide some insight for experiential teaching of ideological and political courses.This paper contains four main parts.The first part is to review the domestic and international research related to experiential teaching,and to introduce the practice and benefits of experiential teaching method in teaching high-school ideological and political courses.In the second part,the definition of the concept of experiential teaching is the so-called experiential teaching method;describes the experiential teaching method in high school ideological and political teaching application related Theory,that is,situational cognition theory,constructivism learning theory,marxist philosophy epistemology,experiential learning theory and life moral theory.Finally,the characteristics of experiential teaching method are summarized,including subjectivity,emotion,constructivity,practice and vividness.The third part elaborates the problems existing in the application of experiential teaching method in the teaching of ideological and political education in high school,that is,it only emphasizes the form of experience and ignores the essence of experience.Students lack identity in emotion;experiential teaching could not be applied to all teaching content;conflicts occured between experiential teaching and limited ideological and political class;the lack of a reasonable evaluation system,and the analysis of the causes of the arised problems,mainly constricted by the teachers' s capabities and their willingness to use experiential teaching method;the impact of examination-oriented education.The fourth part is mainly the implementation of experiential teaching in the teaching of ideological and political courses in senior high school,which includes the principle of application,that is,the principle of subjectivity,the principle of life,the principle of relevance,follow the principles of three-dimensional goals;implementation steps,namely the establishment of the situation,to carry out activities,problem guidance,process evaluation;application methods and types,Role-based experiential teaching,multimedia experiential teaching,classroom debate experiential teaching,extracurricular practice activities experiential teaching;evaluation system,that is,the purpose of evaluation,evaluation criteria,evaluation methods and evaluation feedback.