Strategic Research On The Design Of Inquiry-based Problems In High School Ideological And Political Teaching

The development of today's society has put forward new requirements for the quality of talent training.In the new era,ideological and political education in high schools emphasizes that students should be able to fully experience the new phenomena and new achievements in the fields of politics,economics,culture,science and technology in China through teaching to enhance students' Social responsibility,innovative spirit,and practical ability.To this end,teachers have explored many teaching methods in teaching to enhance students' initiative in learning,and inquiry questions have played a vital role in many teaching methods.In the study,teachers can carry out active thinking·activities under the guidance of teachers,and realize the meaning behind what they have learned,so as to achieve value guidance for students.Therefore,the design of inquiry questions is not an option in current high school politics teaching.The neglected part is the research that high school ideological and political teachers cannot avoid and must take seriously.Based on the analysis of domestic and foreign inquiry-based issues,this paper discusses the design strategies of inquiry-based issues.This paper is divided into five parts.The first part defines the concept of inquiry-based problem design in high school ideological and political teaching.On this basis,it analyzes the characteristics of the inquiry-based problem of teacher design and the theory on which it is based.This paper expounds the significance of inquiry-based questions in cultivating students' high-level thinking,improving teachers' teaching ability,promoting the communication between teachers and students and realizing teaching objectives.The second part expounds the exploratory design principles,implementation issues when designing the breadth of the design with the core content of master unifies,the difficulty of the problem design conforms to the students' cognitive regularity,handle the relationship between the leading of the teachers and students main body and the relationship between presupposition and generate problems,improving the quality of design problems.The third part discusses the preliminary preparation in the aspects of objective design,content integration and learning situation analysis before the design of exploratory questions.The fourth part mainly combines the concrete teaching examples to propose the implementation link of inquiry question design.In the process of design,we can determine the entry point of the problem from the aspects of knowledge and thought in accordance with the goal of locating the exploratory problem,create appropriate problem situation,and design the problem through the process of forming different levels of problem sets.The fifth part emphasizes the reflection on the design of inquiry-based questions,which should not only focus on the implementation of the core quality,but also focus on the grasp of the key reflection content.At the same time,we should choose the right way of reflection and improve the quality of reflection.