Research On The Application Of Topic-based Teaching In High School Ideological And Political Courses

Under the guidance of Lideshuren thought,a series of new changes have taken place in China's basic education curriculum reform in various aspects."Ordinary Senior Middle School Ideological and Political Curriculum Standards(2017 Edition)" clearly proposes to construct active subject courses led by cultivating core literacy of ideological and political disciplines.The implementation of the curriculum should focus on students' real life and long-term development,and guide students in activities The value and significance of knowledge can be realized in the thinking of participation and autonomous discrimination,and the correct value judgment and value selection can be formed in the perception of practice.Issue-based teaching is an important starting point to realize the "activation of curriculum content and curriculumization of activity content".It is also an important way to cultivate students 'core academic literacy and promote students' overall development and lifelong development.Therefore,the application of issue-based teaching in ideological and political courses in high school is worthy of in-depth exploration by every political teacher.This article consists of five chapters,as follows:Chapter One:This article introduces the research background and significance of this article,research status at home and abroad,research methods and research characteristics.Chapter two: Overview of topical teaching.Firstly,the definition,characteristics and application principles of issue-based teaching are defined.Then,the theoretical research basis of this article is introduced,and the application value of issue-based teaching in ideological and political courses in high school is explained.Chapter three: the status quo and application of problem-based teaching in ideological and political courses in senior high schools.Based on the analysis of the ideological and political classroom observations in S high school in Liaoning Province and the interviews with some frontline political teachers in high school,the problems in the application of issue-based teaching in ideological and political courses in high school were revealed.The problems were explored in terms of schools,teachers,and students.The reasons provide important basis for the research strategy of the next chapter.Chapter four:Application strategies of issue-based teaching in ideological and political courses in high schools.Based on the analysis of the problems and reasons existing in Chapter Three,it mainly explores new perspectives from the aspects of curriculum,teachers,and students.Based on the implementation steps of issue-based teaching,it proposes some strategies for improving the application of issue-based teaching in ideological and political courses in highschools.Help and promote high school ideological and political teachers to implement the topical teaching suggestions and suggestions.Chapter five:The practical application of issue-based teaching in ideological and political courses in high schools.Taking the "making the market a decisive role in the allocation of resources" in the compulsory "Economy and Society" as an example,the application of issue-based teaching in high school ideological and political classes is specifically explained from the two aspects of teaching basic situation and classroom teaching process record,and Summarize and reflect on the implementation effect,provide a typical example of effective topical teaching for political teachers,and guide teachers in high school ideological and political courses to apply topical teaching correctly.