Research On The Application Of DiscriminantTeaching Method In The Teaching Of Ideological And Political Courses In Senior Middle School

"Ordinary High School Ideological and Political Curriculum Standards(2017 Edition)" positions high school ideological and political courses as a comprehensive activity-based curriculum.The discriminant teaching method under the perspective of the new curriculum reform is one of the specific implementation methods of activity-based curriculum.The discriminative activities construct a knowledge system to train students'ability to think and discern,so that knowledge can be internalized and externalized.The discriminative teaching method mainly guides students to comprehensively use theoretical knowledge and life experience to carry out rational analysis of practical problems of perceptual society through the setting of distinguishing questions,so as to achieve the teaching effect of integrating theory with practice,and implement the core qualities of students in teaching.Therefore,focusing on the design of discriminating questions in the teaching of ideological and political courses in high schools is the key to the application of the dialectical teaching method.Based on the analysis of the research background and significance of the subject,this article uses the literature method,survey interview method,classroom observation method and case analysis method to look at the current research situation at home and abroad,combined with China's new era education national conditions and high school students' ideological and cognitive characteristics.the study:Based on the definition and differentiation of the three concepts of "discrimination","debate" and "classroom discrimination activity" as the entry point,the analysis and interpretation of the discriminant teaching method is created,that is,in the teaching process,a teaching situation display is created for the content,phenomenon,and viewpoint in the teaching material or society.Identify questions,guide students to collect data independently,think deeply,and form a correct and comprehensive understanding of the content through cooperative exchanges and discussions,make rational judgments on phenomena,and analyze opinions to form their own value judgments and value choices.Putting the heart out of the heart and implementing it into specific practical activities.The discriminant teaching method is rooted in the theoretical soil,that is,Marxist materialist dialectics,Dewey's "active curriculum" theory,constructivism theory and value clarification theory,which lays a solid theoretical foundation for the discriminant teaching method.As a specific implementation method of activity-based teaching,the application of the discriminant teaching method to the high school ideological and political classroom is conducive to cultivating students' speculative thinking to enhance the ability to distinguish right from wrong,breaking the traditional single-item teaching method,strengthening the guidance of student values,and focusing on the process of student learning experience,To enhance the sense of gain in learning,so as to take root in the people-oriented education concept to achieve the individual development of students.Of course,the implementation of the discriminant teaching method has its applicable conditions.It requires the setting of speculative questions,the teaching process is open,and the students actively participate in classroom activities to improve the teaching effect.Through questionnaire surveys,internship interviews,and practical applications,the problems of the use of discriminant teaching methods in high school ideological and political classes are mainly manifested in the low enthusiasm for students to participate in classrooms,the low efficiency of classroom discussion and communication,and the guidance of teachers on students' emotional attitudes Not enough.Based on the above-mentioned problems,a comprehensive analysis of the causes was found,and the school found that there was little targeted training activities for the analytical teaching method,the teachers 'skills in effectively using the analytical teaching method were not high,and the students' ability to effectively deal with the analytical teaching method was insufficient.According to the problem and the reason,we try to optimize through the following strategies.First of all,teachers should improve their professional qualities,effectively guide classroom discrimination activities,change teaching concepts to closely follow the teaching objectives,use modern information technology to flexibly create problem situations to improve student participation,and formulate classroom discrimination activity participation rules.Use teaching wit to timely regulate classroom activities.Secondly,in-depth development of teaching resources,enhance the feasibility of distinguishing questions,and grasp the thinking and cognitive characteristics of students to enhance the speculation,scientificity,daily life and times of distinguishing questions.Thirdly,students-oriented,pay attention to the learning status of students with learning difficulties,and focus on the recent development areas of students with learning difficulties.The classroom encourages feedback in a timely manner to mobilize the enthusiasm of students with learning difficulties.Finally,after class,we should summarize and sublimate and reflect in a timely manner,efficiently achieve the three-dimensional teaching goal and absorb multiple analysis opinions to carry out teaching reflection in time.