Diagnosis And Application Research Of High School Ideological And Political Classroom Teaching

The Standard for Ideological and Political Education in Ordinary Senior High Schools puts forward clear requirements for teachers' ideological and political teaching: they must base themselves on the student's real life experience,focus on the needs of student development,and embed the elaboration of theoretical perspectives in the theme of social life.Construct a curriculum module that integrates subject knowledge and life phenomena,theoretical logic and life logic;lead students in the practical activities of feeling society,adapting to society,and integrating into society,and experience the value and rational thinking of applied knowledge in various fields of economy,politics and culture.The significance of this study is to focus on the students' emotions,attitudes,and behaviors,and advocate open and interactive teaching methods and collaborative inquiry learning methods;and enable students to improve their ability to actively learn and develop in the process of teaching democracy.According to the requirements of the new curriculum standards combined with the practical teaching of high school political ideological and political courses,this article will explore and practice the method of teaching diagnosis in high school ideological and political classes.The first part of the classroom teaching diagnosis overview,this article in the classroom teaching diagnosis overview,mainly through the diagnosis and evaluation and other concepts to distinguish more accurately define the concept of classroom teaching.The necessity of carrying out teaching diagnosis research in ideological and political classroom teaching is mainly to elaborate the current difficulties encountered in ideological and political classroom teaching.Through classroom teaching diagnosis,teachers can better understand the needs of students,and have targeted teaching to achieve students.Comprehensive and personalized development goals.The teachers must grasp the principles in the process of classroom teaching: 1.The principle of goal control;2.The principles of the student body;3.The principle of strategy optimization;4.The principle of feedback evaluation.The second part is the preschool teaching diagnosis strategy of ideological andpolitical class.The ideological and political pre-school teaching diagnosis helps to understand the academic situation and do a good job in teaching design;it helps to base on the actual situation and promote students' active learning;it is helpful for teaching and learning and integrates teacher-student relationship.The ideological and political strategies for pre-school teaching diagnosis include investigation and diagnosis strategies,pre-learning observation and analysis strategies,and pretesting strategies.In the ideological and political education before the teaching diagnosis should be objective and diverse,with continuity.The third part is the diagnostic strategy in the ideological and political class teaching class.Teaching diagnosis in class helps to improve the pertinence of teaching,prompts teachers to become researchers,and promotes the growth of students.The classroom teaching diagnosis strategies include observation and diagnosis,teacher-student dialogue diagnosis,and homework diagnosis.[The third part,the diagnostic strategy in the ideological and political class teaching class.The teaching diagnosis in class helps to improve the teaching's pertinence and prompts teachers to become researchers to promote student growth.The main methods of classroom teaching diagnosis are Observation diagnosis Teacher-student dialogue diagnosis Hall homework diagnosis.Teachers should have accurate in-class diagnostic abilities.In the fourth part,the ideological and political teaching strategies of post-classroom teaching and after-class teaching diagnosis help teachers to understand the shortcomings in time,find out what is missing,help teachers to carry out follow-up work,help students to locate learning problems,and improve their learning ability.Post-teaching diagnostic strategies include: post-job homework correction diagnosis,after-school counseling diagnosis,and after-school test diagnosis.However,teachers should pay attention to the combination of pre-diagnosis in post-study diagnosis,strive to be precise,diversify diagnosis methods,correct diagnosis in time,and conduct self-examination in time.[According to what I wrote above,the summary of this part is to clarify the subtitles and string them together to form a complete part.The fifth part is the conclusion part.The main conclusion is that the classroom teaching diagnosis can improve teachers' ability to teach ideological and political subjects and improve students' interest in learning and promote their individual development.I believe that the lack of research on ideological and political classroom teaching diagnosis,and recommendations and prospects for the effective application of classroom teaching diagnosis in the ideological and political disciplines teaching process and its future development.