Research On The Gradient Setting Of Topic-based Teaching In Ideological And Political Course In High School

The ideological and political course in senior high school is the main position of moral education in middle school and the main channel of ideological and political education for students,and it is the key course to implement the fundamental task of cultivating people by virtue.Due to the strong theoretical nature,obvious political characteristics,distinct value orientation,abstract content and other characteristics of the course,in order to truly achieve the objectives of the course,improve students' learning enthusiasm,cultivate students' socialist core values,and cultivate students' core quality of ideological and political discipline.For students' lifelong development and shape has deep feelings and national revival bear spirit home countries qualified citizens to lay the good ideological and political quality,it is necessary for secondary school teachers have a high sense of mission,high teaching wisdom and high professionalism,and to constantly update their educational philosophy and innovate educational teaching models and methods.The topic-based teaching gradient setting in high school Civics and Political Science classes has received attention from academics and secondary school Civics and Political Science teachers in recent years because of its distinctive features and its ability to better reflect the curriculum concept and better achieve the curriculum goals.The so-called issue-based teaching gradient setting in high school Civics is a teaching model in which teachers,based on the concept of subject teaching,decompose the total teaching topics according to their difficulty and size in a ladder-like manner,so that students can understand the issues and participate in learning and discussing the topics in a step-by-step manner.The basic requirements for the successful application of this teaching mode in the high school Civics class are the relevance of the topic setting,the closeness of the context creation,the hierarchy of the topic decomposition,the diversity of the activity process and the consistency of the discursive conclusion.Marxist epistemology theory of comprehensive human development,constructivist theory,and theory of inter-subjectivity are the foundations for the application of this teaching mode in Civics and Political Science classes in high school.The effective implementation of topic-based teaching gradient setting in Civics class in high school must follow the corresponding principles and norms.These principles mainly include the principle of reflecting the concept of new curriculum reform,basing on the difficulty of textbook content,taking into account the principle of students' learning ability,the principle of meeting realistic learning needs,and basing on the actual life of students.As a Civics teacher of secondary schoolthe application of this teaching mode need to scientifically select its setting type,these types are mainly from large to small gradient settings,from small to large gradient settings,from easy to difficult gradient settings,and from difficult to easy gradient settings.At the same time,Civics teachers in secondary school need to accurately judge the field of application,etc,the under what circumstances to apply issue-based teaching gradient settings.These situations are generally the teaching content with more concentrated subject concepts,the chapters with more abstract principle knowledge,the better class teaching with more learning capacity,and the difficult teaching focus with more confused students.However,through questionnaire surveys and practical teaching observations,the author learned that there are still some problems that cannot be ignored in the application of graded settings of issue-based teaching in high school Civics classes.These problems mainly include formalization of issue setting,lack of refinement of issues,issues detached from students' cognition,and lack of teachers' setting ability.The reasons for these problems include insufficient time and space for students' inquiry,random selection of topics and difficulty in setting them,low motivation of students' participation,and teachers' lack of grasp of topics.In view of this,to effectively apply issue-based gradient setting in senior high school Civics class,the author suggests that education authorities should strengthen the professional skills training for teachers;schools should optimize the curriculum to guarantee time and space for Civics class teaching activities;teachers themselves should constantly update their professionalism.At the same time,in order to apply this teaching mode in senior high school Civics class more effectively,we should pay attention to the implementation strategies of building a general topic structure around the subject system,creating a topic context based on a living theme,carrying out "discussion and learning" activities with refinement of teaching,inspiring students to think and identify graded topics in multiple dimensions,and summarizing and evaluating topics according to the subject literacy objectives.