The Cultivation Of Questions Consciousness In High School Economical Life Teaching Practices

If the youth are wise,the nation will be wise;if the youth are strong,the nation will be wise.The cultivation of problem awareness is of great significance for young people to cultivate innovative ability and establish a correct "three fundamental views".This paper mainly explores the cultivation of students' problem awareness in high school by consulting literature,survey interviews and teaching experience.It takes the high school political compulsory "Economic Life" teaching as the carrier and tries to provide constructive suggestions for the development of problem awareness in the front line of teaching.The full text is divided into six chapters.The first chapter is about the introduction,including the background information about the theme and the summary of essays at home and abroad based on this research.The second chapter is mainly about the definition of the problem awareness,which could contain the concept of “problem” and “problem awareness”.Based on the given definition by Yao Benxian and Yan tingjun,this essay further discussed the definition of problem awareness,and points out the direct instruction of problem awareness training and the measures to be taken.The third chapter is about the necessity and feasibility analysis of this topic.The necessity is to adapt to the needs of economic and social development,expand students' economic thinking,promote students' formation of correct overlooks on the world,life and values,and improve students' political learning interest.Emphasize that students need to enhance their problem awareness to improve their sense of innovation and ability to adapt to the complexity of economic society.Find your own social positioning and shape your personality.The feasibility includes four favorable factors: the new curriculum standard innovation is obvious;the high school students have the characteristics of self-awareness,short-term benefits,diversified learning methods and informational learning materials;the content of "Economic Life" has close to life and extremes.It has the characteristics of the times and the great space for inquiry;the more democratic the teaching concept of teachers provides a favorable environment and conditions for the cultivation of students' problem awareness.The fourth chapter through the questionnaire and interview survey,learned that students believe that the "economic life" content has strong practicality and scalability,but the status quo of high school students' problem awareness is generally weak,summed up the following students,parents,teachers,The school has four angles.Student level: lack of motivation for problem research;insufficient accumulation of double base;simple logic of thinking;indulging in virtual space and entertainment.Parents lack the corresponding teaching awareness and ability,resulting in the lack of the most direct role model for their children.At the teacher level: the problem awareness is not enough,the problem inquiry ability is limited,the teaching method is single,and the evaluation method still has heavy scores,knowledge and results.At the school level: the number of large class sizes is too large;the assessment of teachers is too focused on results and scores;the lack of problem-based inquiry in the campus atmosphere.Although the parents' awareness and ability have improved,teachers are inspired by problem awareness both inside andoutside the classroom,but they are not strong enough and lack sustainability,and they have not formed synergy to maximize their effectiveness.The fifth chapter proposes corresponding strategies based on students,teachers and schools.The lack of family education is supplemented by school education and penetrates into all strategies.Students improve their ability to discover,analyze,and solve problems by observing and gathering information training,basic knowledge and basic competency training,economic thinking training,and electronic tool control.Teachers change students' attitudes,ask questions,prepare lessons,activate classrooms,preach and teach,and dialectically evaluate students,and guide and explore the problem.The schools communicates quality education tasks to teachers and students;organizes economic exchanges and inquiry activities;formulates and improves the process evaluation system;reduces class size and enhances teaching effectiveness.In the sixth chapter,according to the strategy proposed in this paper,the ninth lesson of "Economic Life" "Market Allocation Resources" is selected for the content design,including pre-class analysis and data collection,classroom situational performance,problem inquiry and answering,information combing and knowledge summary.Finally,a comprehensive evaluation is made according to the records.Use situational teaching method,problem teaching method and group discussion teaching method to focus on how the market allocates resources,establish a fair and orderly market operation mechanism as the foothold,display and expand students' knowledge and ability,and guide students to understand the market.Various economic phenomena appearing in the process of resource allocation,and the procedural inquiry activities at the school level are proposed to form a synergy between students,teachers and schools on the cultivation of problem awareness.