Research On Problem Design In Topic-based Teaching Of Ideological And Political Course In Senior High School

The Standard of Ideological and Political Curriculum for Ordinary High Schools(2017 Edition,revised in 2020)points out that the thinking mode and behavior of students in senior high school have special basic academic characteristics,so we should adopt the topic-based teaching method,teachers introduce topics in the classroom,create real problem situations,students actively participate in classroom activities,and cultivate the core literacy of ideological and political discipline to improve their innovation and practical ability.Topic-based teaching plays an important role in cultivating students' core quality of ideological and political discipline,and problem design is an important part of topic-based teaching.The problem design in topic-based teaching is based on the central topic and several sub-topics,creating problem situations by designing hierarchical,discriminatory and valuable questions,connecting the teaching contents of high school ideological and political education and all links of classroom activities in series,thus leading classroom teaching and activating high school ideological and political class.Question design in topic-based teaching is conducive to promoting the combination of cultivating students' knowledge learning literacy,stimulating students' interest in inquiry learning,promoting students' deep learning and cultivating higher-order thinking,not only promoting students' learning of subject knowledge,but also undertaking the task of cultivating subject core literacy,which is the engine driving the curriculum.At present,topic-based teaching has become the main teaching method of ideological and political courses in senior high schools,and high-quality problem design is the key to improve the effect of topic-based teaching in senior high schools.How to optimize problem design in topic-based teaching is still a difficult problem.In the practice of topic-based teaching of ideological and political course,some problems such as vague problem design,unclear orientation,lack of hierarchy,weak pertinence of problem design objectives and imperfect evaluation and feedback mechanism after problem design implementation are caused by teachers' lack of problem design implementation ability,students' lack of awareness and ability to explore problems and some class hours arrangement.These existing problems greatly affect the classroom teaching effect,which is not conducive to the cultivation of students' core literacy.Therefore,this study focuses on the core literacy of ideological and political discipline,from the perspective of topic-based teaching,combined with the practice of ideological and political classroom teaching in senior high schools,taking the problem design and implementation as the breakthrough point,and using the research methods of questionnaire survey and case analysis,to explore the strategies and ways of problem-based teaching design and implementation of ideological and political teachers.Combining with the case analysis of problem-based teaching,this paper explores the strategies of optimizing problem design,including strengthening the study of related theories of problem-based teaching,improving the skills of problem design,perfecting the implementation process of problem design of problem-based teaching,improving students' awareness and ability to explore problems,and expanding the external resources of course teaching.