Case Analysis Strategy Of Ideological And Political Teaching In Middle School

The teaching reform puts forward higher requirements for the professional development of middle school political teachers.The new curriculum standards also propose the construction of activity-based subjects and the implementation of topic teaching requirements,but middle school political teachers spend most of their time on teaching and class management.Efforts to participate in teaching and research activities to enhance self,teaching case analysis,this teaching and research method is a good solution to the limitations of teaching time and space.The teaching case analysis is not universally used compared to the listening class.The author first details the teaching case.The related concepts and importance of the analysis are introduced.Next,the misunderstandings and reasons for this teaching and research method are discussed.Finally,how to conduct the teaching ease analysis is carried out.This paper focuses on four parts of the study of the ideological and political teaching case analysis in middle school:The first part is the introduction.Firstly,it expounds the background of the problem.Secondly,it expounds the significance of the research from both theoretical and practical aspects.It theoretically enriches the theory of teaching case analysis,provides reference for the research of other disciplines,and promotes the middle school in practice.The political class reform,and then the literature review of related research,finally listed the three research methods I used.The second part sorts out the concepts of teaching cases,teaching case analysis,and case analysis of middle school ideological and political teaching,and distinguishes them from confusing case teaching and evaluation.After clarifying the concept,the importance of teaching case analysis is helpful to solve the actual teaching problems,to help determine the professional level of teachers,to improve the teaching quality of teachers,to improve the scientific research ability of teachers,and to help teachers.The consolidation of knowledge is conducive to teachers'comprehensive understanding of primary and secondary school teaching.The third part discusses the common misunderstandings and causes of the teaching case analysis.The teaching case analysis emphasizes the"teacher s main evaluation"and the"group evaluation"on the main body,and emphasizes the"presupposition target"and,generating goal"in the analysis target.In the content of the analysis,the"teaching result"is lighter than the"teaching process".In the form of analysis,"written analysis and oral analysis"is lightly"collision between different opinions".The reason for these misunderstandings is that the teaching case itself is not true enough.Insufficient understanding of the teaching case analysis,lack of necessary preparations before the analysis of the teaching case,and no methodological analysis method for the formation of systematic science.The fourth part puts forward the analysis of teaching cases from four aspects:analysis and understanding,analysis perspective,analysis method and analysis ability.It is necessary to improve the understanding of teaching case analysis through task arrangement,results discussion.It introduces several different analytical perspectives,including:basic fact analysis,appreciative analysis and critical analysis,holistic analysis and fragmentary analysis.In short,in general Learn more,practice,communicate,reflect,and constantly improve your analytical skills.