Research On The Teaching Reflection Of High School Ideological And Political Teachers Under The New Curriculum Standard

As an effective way for teachers to improve their own sustainable development,teaching reflection plays an important role in improving teaching efficiency,achieving the beauty of teachers and cultivating students' ability.The ideological and political curriculum standards of ordinary senior high schools(2017edition)makes new provisions on the curriculum nature,curriculum concept and curriculum objectives of senior high school ideological and political courses,prescribes new directions of high school ideological and political teachers' teaching,and puts forward new requirements on teachers' professional knowledge and accomplishment,teaching theories and skills,etc.,which poses great challenges for teachers.Teachers should constantly reflect on teaching practice activities according to the concept and requirements of the new curriculum standards to promote the continuous optimization of teaching and promote their own sustainable development;however,in the actual teaching activities,teaching reflection fails to play its due role and value.Therefore,it is necessary to make an in-depth study on the theme of "teaching reflection of high school ideological and political teachers under the new curriculum standard".First of all,starting with the concept of teaching reflection,and at the same time interpreting the necessity of high school ideological and political teachers' teaching reflection under the new curriculum standards,combined with the characteristics of the new curriculum standards,describes the theoretical basis and value of high school ideological and political teachers' teaching reflection under the new curriculum standard,so as to clarify the importance of high school ideological and political teachers' teaching reflection under the new curriculum standard.Secondly,through interviews and questionnaire surveys of teachers of different levels and types at 15 senior middle schools in Huaibei City on teachers' teaching reflection under the new curriculum standards,it was found that there are some problems in the reflection on the teaching reflection of high school ideological and political teachers under the newcurriculum standards,which are shown as follows: the concept of teaching reflection is converging and lacks openness;the formalization of teaching reflection is lacking in actual effect;the method of teaching reflection is single and lacking in multi-dimensionality;the content of teaching reflection is one-sided and lacks integrity;After an in-depth analysis,it is found that under the new curriculum standards,teachers' teaching ideas have not been properly transformed;teachers' sense of responsibility and enthusiasm for teaching reflection has not been fully utilized;teachers' knowledge of modern educational theory has not been mastered;teachers' ability to improve their teaching reflection has not been improved;schools and others inadequate social environment creation is the reason for these problems.Based on this,this study proposes the following coping strategies: interpreting the requirements of curriculum standards,changing the concept of teaching reflection;correcting the teaching attitude and giving play to the initiative of teachers' teaching reflection;strengthening theoretical learning and improving teachers' professional knowledge literacy;integrating multiple methods to enhance teachers' teaching reflection ability;improving the assessment and evaluation system and creating a good atmosphere for reflection.Finally,taking the teaching content "Tax collection and payment" of "Economic Life",a compulsory ideological and political course in the high school ideological and political education version of the People's Education Edition,as an example,compile teaching lessons to implement teaching in the class,on the basis of the reflection and suggestions of the individual and the guidance teacher of the practice base and the practice partner,conducts re-reflection and re-practice,continuously tests and optimizes the teaching effect,in order to achieve the unity of theory and practice.