Research On The Problems And Countermeasures Existing In The Application Of "One Case To The End" Teaching Method In High School Ideological And Political Teaching

The Ideological and Political Curriculum Standards for General Senior High Schools(2017 Edition)defines the nature of the ideological and political course as an activity-based subject course.The subject content is presented in the way of thinking activities and social practice activities,to be more precise,teachers can develop a series of activities that are structured to achieve the objectives of the course,that is "activity of curriculum content" and "activity of curriculum" are realized.At the same time,based on the nature of ideological and political discipline,the core quality of it is refined,and the correct values,essential characters and key abilities that students should achieve after learning are clarified.Both the orientation of activity subject course and the refinement of the core quality of ideological and political subject put forward higher requirements for the teaching methods of the course.Under the background of new curriculum reform,"one case to the end" teaching method,as a comprehensive teaching method,shows great superiority.However,because of the constraints of subjective and objective conditions,some teachers have some confusion about the application of the teaching method of "one case to the end".In the course of internship,I analyze the application of "one case to the end" teaching method in this class through questionnaire survey,classroom observation,combined with my teaching practice experience.This paper mainly includes the following four parts:The first part studies the connotation of "one case to the end" teaching method and the significance of its application in teaching.By the explanation of "one","case" and"bottom",this paper analyzes the connotation of the teaching method of "case to the end".Through the analysis of case,case teaching method and the meaning of "case to the end"teaching method,the difference between case teaching method and "case to the end"teaching method is clarified.Then on the basis of the observation in class,I analyzes the significance of the application of the teaching method of "one case to the end" in high school ideological and political teaching.It is beneficial to students’ understanding and mastering of systematic knowledge.Help students use knowledge to solve practical problems;It is conducive to the formation and development of students’ overall thinking.The second part studies the main problems existing in the application of "one case to the end" teaching method in this course.I conducted a questionnaire survey among the high school students of No.39 Middle School in Qingdao City,Shandong Province.The survey results show that while the teaching method of "one case to the end" has achieved some results in the teaching,there are also some major problems in several aspects.First of all,some cases lack a comprehensive perspective,the knowledge carrying capacity is not rich enough,the analysis angle provided by the case is not diverse enough,and the thought implication of the case is not sufficient enough;Secondly,some case teaching value mining is not sufficient,there are mining is not comprehensive,not deep enough,reflected the subject characteristics is not strong and other problems;Thirdly,the analysis of some cases is not smooth,the guidance to students is not in place,the transition between knowledge points is not natural,and the expansion of cases is not paid attention to.The third part is about the reasons for the problems existing in the teaching application of "one case to the end" in the courses.According to the main problems existing in the application of the teaching method of "one case to the end",from some teachers’ teaching concept change is not in place,some teachers on the "case to the end"teaching method of understanding and grasp is not in place,a few teachers lack of investment in teaching,the "case to the end" teaching method of theoretical research and practical exploration is not deep enough,examination and entrance system restriction five aspects of the reasons are elaborated.The fourth part introduce the optimization strategy of "one case to the end" teaching method in the course.The article through the analysis of the problems and reasons to find the suggestions.So as to solve this problem and improve the effect of application in the actual class.Teachers are the choosers and implementers of the teaching method of "one case to the end".Therefore,the optimization countermeasures are mainly based on the teachers.It mainly includes the following aspects:changing the concept,making clear the importance of the application of "one case to the end" teaching method;Based on the teaching needs,carefully selected teaching cases of "one case to the end" teaching method;Pay attention to the case analysis,deeply excavate the teaching value of "one case to the end" method;Highlight the characteristics of the subject,and really implement the practical effect of the "one case to the end" teaching method;Strengthen self-learning,and strive to improve the application ability of the "case to the end"teaching method.