Research On The Application Of Debating Teaching Method In Senior High School Ideological And Political Course

The outline of the national plan for medium-and long-term education reform and development(2010-2020)puts forward that high school education is a key period for the formation of students' personality and independent development.It is necessary to create a good environment for students to think independently,explore freely and innovate bravely,and pay attention to the cultivation of students' independent learning,self-reliance and ability to adapt to the society.The application of the argumentative teaching method in class is in line with the requirements of the education reform for the cultivation of students.This paper expounds the research background and significance of the application of argumentative teaching method in senior high school ideological and political course,sorts out relevant researches of argumentative teaching method at home and abroad,defines the meaning of argumentative teaching method,differentiates classroom debate,debate competition and discussion activities,and determines the theoretical basis of implementing argumentative teaching method.Taking the action research method as the main research method,the argumentative teaching method was applied in a class of senior one.Five periods and topics suitable for the debating teaching method were determined,and two forms of classroom debate,classroom free debate and Singapore-style debate activity,were selected,and three rounds of action research were arranged.The first round of action research was the implementation of three free classroom debates.The action research plan and the implementation plan of debate activities were formulated.The problems include unreasonable topic formulation,imperfect process of free debate in class,and incomplete summary by teachers.After reconsidering the previously determined topics,the process of classroom free debate is determined to be the establishment cliches-free debate-summary cliches,and the teacher will summarize and returnto classroom teaching.The second round of action research carried out a Singapore-style debate activity and formulated the action plan for this round.After the implementation,the class debate records were sorted out and questions were reflected.Problems in the process of the debate is not smooth,not under the guidance of teachers,evaluation of the debate is still need to adjust,think-tanks participation is not high.The solution is to adjust the debate rules,organize students to rehearse the process in advance,strengthen the guidance of teachers before and during the debate,improve the student debate evaluation table,refine the division of labor among students,and improve students' participation.The third round of action research carried out the second Singapore-style debate activity,presented the class debate record and analysis,and evaluated the preliminary results in the second and third rounds of action research,forming a complete debate process of Singapore-style debate activity,which improved the enthusiasm of students,developed their ability and improved the guidance of teachers.The teaching effect and application strategy of the argumentative teaching method are summarized.This paper demonstrates the teaching effect of the argumentative teaching method from three aspects: improving students' learning enthusiasm,deepening students' understanding of knowledge,and cultivating students' comprehensive ability.From the formulation of the debate,the organization of the debate,the teacher's guiding role,the evaluation and summary,the reflection of teaching activities,the debate will be extended to six aspects of campus activities put forward the application strategy of the debate teaching method.