The Study On Problem Design In Topic-based Teaching Of Ideological And Political Courses In Senior Middle Schools

Topic-based teaching is a new teaching concept proposed in the "General High School Ideological and Political Curriculum Standards(2017 Edition 2020 Revision)".It advocates teachers to introduce and guide topics in the teaching process,connect knowledge points,and change teaching methods,to promote the activity of course content.Topic-based teaching is an important method to implement the core literacy of the subject and construct the active subject curriculum.As a link between the central topic and the subtopics,the "problem" is the core of topic-based teaching and the key to the implementation of topic-based teaching.However,in the specific practical process of topic-based teaching,there are factors such as insufficient attention to problems by high school ideological and political teachers,insufficient preliminary preparation for problem design,and lack of problem design ability.As a result,the problems designed in topic-based teaching are often too simple,single in type,and lack of systemicity,which seriously affects the classroom efficiency of topic-based teaching.Based on this,this article focuses on the problem design in the topic-based teaching of high school ideological and political courses.By investigating the problem design of high school politics teachers in the topic-based teaching,it analyzes the deficiencies and problems of the teacher's problem design in the topic-based teaching.The reasons for the deficiencies,and on this basis,explore the specific strategies of problem design in topic-based teaching,in order to provide some references for high school politics teachers in the topic-based teaching practice.The full text is divided into five parts:The first part is the introduction,which mainly introduces the relevant background materials of the research content of this article.First,explain the origin of the research,including the background and important significance of the research;then through consulting the materials,summarize the current situation of research at home and abroad;finally,determine the research ideas and methods according to the content of the research.The second part mainly introduces the relevant connotations and functions of problem design in the topic-based teaching of ideological and political courses in high school.Firstly,the concepts of "problem-based teaching","problem",and "problem design in topic-based teaching" are explained respectively;secondly,the relevant theoretical basis is introduced;finally,it expounds the important role of problem design in the topic-based teaching of ideological and political courses in senior high schools.The third part mainly analyzes the questionnaire survey data and typical cases to summarize the achievements and existing problems of problem design in the topic-based teaching of ideological and political courses in senior high schools.The fourth part mainly analyzes the causes of insufficient problem design in topic-based teaching.There are three main reasons:The teacher's educational concept is backward,the teacher's problem design ability is insufficient,and the pre-preparation for teacher's problem design is insufficient.The fifth part focuses on the problems and reasons involved in the first two parts,and puts forward specific strategies for problem design in topic-based teaching.First of all,teachers should change their educational concepts and learn the theoretical knowledge of problem design;second,teachers should master the steps of problem design and carefully design questions;finally,teachers should guide students to change their learning styles and stimulate their enthusiasm to explore problems.