Study On The Dilemma And Strategy Of Life-oriented Teaching In Senior High School Ideological And Political Comprehensive Exploration Course

This study comes from the author's observation and thinking in the practice of teaching practice.The high school ideological and political comprehensive inquiry course aims to improve the student's ability to learn independently,cooperating,and exploring.However,in the course of education internships,the author found that schools,teachers,and students did not pay due attention to the comprehensive ideological and political inquiry classes under the influence of the current exam-oriented education.For the comprehensive inquiry classes,teachers simply taught theories,and the classroom The teaching design pattern is single and lacks the atmosphere of life,which makes the students' participation in the comprehensive inquiry class relatively low.This research uses three research methods: literature research method,case analysis method,and interview method.First of all,the author collected,analyzed and sorted out the related literature of life-oriented teaching and ideological and political comprehensive inquiry class through the literature research method,which laid a certain theoretical foundation for the definition of the core concepts of this article and the explanation of related theories;secondly,the author passed Analyze and introspect the teaching examples of the comprehensive inquiry course in the process of teaching practice,and interview with teachers and students to understand the practical difficulties of the life-oriented teaching in the "economic life" comprehensive inquiry course and the places that need improvement;Finally,according to the relevant suggestions put forward by the teacher-student interview and analysis and reflection on their own teaching examples,the corresponding strategies are proposed.Through teacher-student interviews and analysis and reflection of teaching examples,the author finds that the life-oriented teaching of “economic life”comprehensive inquiry course has the following difficulties in reality: 1.Understanding of life-oriented teaching philosophy is not in place;2.Teaching goals are higher than students Life requirements;3.Teaching methods and teaching forms are relatively simple;4.Teaching contents are separated from student life practice.In addition,theauthor also analyzes the reasons for its predicament from both subjective and objective aspects.In the course of the research,the author puts forward the following strategies for the life-oriented teaching of the “economic life” comprehensive inquiry class through literature research,teacher-student interviews,and teaching case analysis and reflection:1.To establish a life-oriented teaching concept;Establish life-oriented teaching goals;3.Use life-oriented teaching methods;4.Create a living classroom mood;5.Develop life-oriented teaching resources.