High School Political Course Of The Problem-based Learning 3C3R Problem Design Research

With thepopularization of high school new curriculum,requests the teacher in the classroom teaching of cultivating students' innovation spirit and independent personality,is committed to improve the students' ability to analyze and solve problems.Question teaching as an inquiry-based learning teaching mode,can realize the requirement of new well and thus widely used by teachers.Problem teaching is the key links in design,but the analysis found that the study of the theory of the issues related to design a fragmentary,lack ofsystemic and practical exploration of pertinence is not strong,especially in terms of problem design steps,is even more weak.Therefore,this article combined with the high school thought political lesson in problem-based teaching method and the model of3C3 R problem design,through the literature method,comparative analysis,interviews and other research methods,problems of high school thought political lesson teaching specially,this paper discusses the problems in the design,especially in the problem puts forward some reference on the steps of designing method.This research can be divided into four parts:The first part,from the constructivism learning theory,and theory of the zone of proximal development sums up out of theschool thought political lesson3C3 R problem of problem-based teaching design theorybasis.Summarizedthe problem-based teaching3C3 Rproblem in the design of two big advantages.At the same time,this paper expounds the three characteristics of3C3 R problem design and use of3C3 R problem the necessity and importance of design.The second part,from different aspects discusses the high school thought political lesson3C3 R problem in problem-based teaching design of the two elements and principles of design,from attaches great importance to the course content and student centered both the advantage of3C3 R problem design is discussed,and illustrates the general method of3C3 R problem design.The third part,the concrete expression of the high school thought political lesson3C3 R problem in problem-based teaching design include the course content of front-end analysis,choice of problem situation,process analysis and verify the four reflection plate and nine specific design steps,and combined with high school thought political lesson specific case to illustrate how to operate and use the3C3 R problem design.The fourth part,mainly to the high school thought political lesson3C3 R problem of problem-based teaching design summary and prospect,which from two aspects of society and the teacher summed up the3C3 R problem the shortage of the design to the thought political lesson teaching,and points out that3C3 R problem design needs to be improved in the practice of teaching,clear the direction of efforts for future teaching.