Study On The Application Of Interactive Teaching Method In High School Ideological And Political Class

With the continuous renewal of the concept of education and teaching,the traditional teaching method is no longer adapted to the classroom development of the ideological and political class in senior high school,and the substitute classroom mode is more to return the classroom to the students,mainly students.Interactive teaching method has been applied continuously in practical classroom teaching,and has become a universal teaching method.But in the practical application of interactive teaching method,there are still some practical problems.Therefore,it has important theoretical value and practical significance to study the application of interactive teaching method in high school ideological and political class,to find out the problems and to put forward the effective application path.Through the summary of the theory of interactive teaching method,this paper collates the relevant viewpoints of scholars at home and abroad,and summarizes the problems existing in the application of interactive teaching method in high school ideological and political course,such as the lack of scientific design of the form of interactive teaching method,insufficient emotional interaction,insufficient choice of objects and single type of interaction.This paper analyzes the application path of interactive teaching method in high school ideological and political course from the perspective of classroom atmosphere,interactive content,student performance and student interest in the application of interactive teaching method based on case study.Through the analysis and discussion of the problems existing in the application of the interactive teaching method in the ideological and political course of senior high school,this tries To find out the effective application path to solve the problems in the application of interactive teaching methods and to improve the teaching effect of ideological and political courses in senior high school.The author hopes that this research can bring some reference significance to the teaching of high school ideological and political course from the angle of theory and practice.