Research On The Problems And Countermeasures In The Implementation Of The Problem Teaching Method Of Ideological And Political Courses In Senior Middle Schools

With the comprehensive advancement of new curriculum reform,the problem teaching method has come into the high school politics class,which is quite effective in the transformation of the mode of students' learning,cultivation of students creative thinking,and improvement of the classroom efficiency.However,due to various reasons,there have arisen some problems in the implementation process of the problem teaching method applied to ideological and political courses in senior high school,which has a bad effect on the role it plays.In order to better discover and solve these problems,the essay is based on the actual situation of the schools to conduct research to find out the problems in the implementation process of high school ideological and political teaching method with the aim of proposing targeted improvement measures.This paper mainly takes the ideological and political teachers and students in the high school where the author teaches the research object,conducts this research through questionnaire survey and interview,and then combines the survey results with the author's own practical teaching experience to develop the essay.It is hoped that this study can provide some ideas for solving the problems existing in the implementation of the problem teaching method applied to ideological and political courses in senior high school and promote the teaching development in the author's school as well as in this region.The first part introduces the concept,characteristics and necessity of the problem teaching method applied to ideological and political courses in senior high school.Firstly,the concept of “problem teaching method applied to ideological and political courses in senior high school ” is defined from the perspective of problem teaching method and the characteristics of high school ideological and political courses.Secondly,the author introduces the characteristics of the problem teaching method applied to ideological and political courses in senior high school.Finally,it introduces the necessity of applying problem teaching method from the perspective of new curriculum reform,classroom teaching,students and teachers.The second part analyzes and discusses the main problems and causes in theprocess of implementing the teaching method applied to ideological and political courses in senior high school.First of all,with the data from the questionnaire and results of interviews,combined with listening to lectures,and the author's own education practice,the author points out the main problems existing in the implementation process: question design is not scientific,time and space given to students to think is unreasonably limited,the guidance the teacher provide for student is lacking in skills,answers to the questions are too standardized,students' participation in design and problem-solving is far from satisfactory.Based on this,the author also analyzes the main reasons that lead to these problems,and the author thinks that the main factors are the influence of traditional teaching and exam-oriented education model,class schedule not conducive to the development of teaching,teachers' insufficient understanding of the importance of problem teaching method,some teachers' professional quality remaining to be improved,and students' weak awareness of problems.The third part puts forward five strategies to deal with the problems pointed out in the second part.First,the questions should be purposeful,hierarchical,enlightening and interesting to improve the scientific nature of the questions.Second,it is important to provide sufficient time and space for students to think and fully demonstrate their own thinking process.Students are required to prepare well before class,the number and pace of questions are reasonably arranged in class,and inquiry-based questions can be extended beyond class.Third,the teacher should give full play to the leading role,according to the specific situation to inspire and guide.When students' understanding is superficial,try to question more closely;when students' comprehension is not in place,try to change the direction of questions;when students' statements are fragmentary,try to organize their answers so as to help students better analyze and solve problems.Fourth,encourage students to think about problems from multiple angles and aspects,promote the development of the answers from the unique to the diversified,respect students' thinking,but pay attention to guiding students to form correct values.Fifth,cultivate students' problem consciousness.Teachers are supposed to make students "dare" to ask,"will" ask,"wish" ask on the basis of making a lively atmosphere,teaching students methods,forming positive evaluationand other aspects.This part is the main part of this paper,the author will introduce it through the theoretical discussion and case analysis.