The Research On Countermeasures About The Issue-based Teaching Of Ideological And Political Course In Senior High School To Cultivate Students' Scientific Spirit Literacy

High school ideological and Political Curriculum Standards 2017 Edition(hereinafter referred to as the new curriculum standard)stipulates the nature of Ideological and Political Curriculum for senior high school as a comprehensive and activity-based curriculum,and proposes that issue-based teaching is a powerful way to implement the activity-based curriculum,and the activity-based Curriculum is proposed to cultivate the core literacy of students' Ideological and political subject.Therefore,it is necessary to study the research on the relationship between the issue-based teaching and the cultivation of students' core literacy,which makes the issue-based teaching better cultivate the four core literacy of political identity,scientific spirit,awareness of the rule of law and public participation.Between them,the scientific spirit is the literacy goal,which is the basic condition for achieving "political identity",forming "consciousness of rule of law",and realizing "public participation".Therefor,it is an effective way to realize the cultivation of students' Ideological and political core literacy by issue-based teaching to deeply study the cultivation of scientific spiritual literacy.In addition to the introduction,this paper is divided into four parts.The first part briefly introduces the issue-based teaching and scientific spirit literacy,summarizes the issue,issue-based teaching,issue-based teaching of high school ideological and political course(hereinafter referred to as high school ideological and political course),scientific spirit and scientific spirit literacy in the new curriculum standard,and analyzes the value and significance of issue-based teaching of high school ideological and political course to cultivate students' scientific spirit literacy,which is conducive to the transformation of teachers and students' teaching and learning,to improve students' ability of analyzing and solving problems,to improve students' ability of theoretical thinking and value judgment,to help make correct value judgment and behavior choice,to enhance the openness of teaching,and to improve students' ability of critical and dialectical thinking.The second part expounds the current situation of issue-based teaching and existing problems of the issue-based teaching of Ideological and political course to cultivate students' scientific spirit literacy in high school.Through a large number of literature reading,student questionnaire survey and teacher interviews,the results show that at present,as far as the issue-based teaching of high school ideological and political course is a little concerned,teachers and students are still lack of understanding of the issue-based teaching,most teachers seldom carry out the issue-based teaching systematically,and the effect of the issue-based teaching varies greatly from region to region.The main problems of cultivating students' scientific spirit in the issue-based teaching of Ideological and political course in senior high school are that the obvious tendency of knowledge-based issue-based design causes the limited influence of scientific spirit on students,the single way of using issue-based situation causes the narrowing the cultivation path of scientific spirit,the lack of problem effectiveness causes the difficulty of stimulating scientific spirit,the simple and random issue-based activities causes the difficulty of breeding scientific spirit,the lack of reflection on issue-based activities causes the lack of thinking quality of scientific spirit,the single evaluation of issue-based teaching hinders the formation of scientific spirit above problems,it is necessary to deeply analyze the reasons and put forward the corresponding countermeasures.The third part is the analysis of the reasons for the problems in the second part,mainly from the three aspects of teachers,students and teaching environment.As far as the teachers are concerned,the main reason is that the teachers lack a full understanding of the issue-based teaching to cultivate students' scientific spiritual literacy,and their understanding of the methods to cultivate students' scientific spiritual literacy is single and restricted by the traditional knowledge-based teaching concept.Students' knowledge base,learning habits and lack of understanding of the role of issue-based teaching restrict the cultivation of students' scientific spirit literacy.At the same time,students' lack of practical activities to experience the scientific spirit is one of the reasons.From the perspective of teaching environment,it is mainly due to the restriction of the effect of issue-based teaching and training and the lack of support conditions for issue-based activities to cultivate students' scientific spirit.The fourth part is to put forward the corresponding countermeasures for the above problems.It is mainly carried out from several key elements such as issue,situation,problem,activity and evaluation involved in the process of issue-based teaching;Firstly,designing issues scientifically and strengthening the guidance of issues to students'thinking;Secondly,it is necessary to make full use of the situation value and broaden the cultivation path of scientific spirit.Teachers need to make full use of the situation,excavate the multiple functions of the situation,adhere to the "three close" principle of teaching,and create a series of real life situations;Thirdly,in order to design problems reasonably and stimulate students' scientific spirit,it is necessary to strengthen the logic of problems,set up progressive problem chains,pay attention to the generation of problems,and encourage creative problems;Then,we should strengthen the top-level design of activities to promote the development of scientific spirit,which can be divided into three points.First,we should clarify the role of group members and strengthen the regulation of the activity process.Second,we should pay attention to students' reality and enhance the effectiveness of "discussion".Third,we should guide students to reflect and strengthen their scientific literacy;Finally,we should pay attention to the evaluation of students' thinking and behavior,and have a comprehensive study of the effect of scientific spirit cultivation,realize the same person of knowledge result evaluation and thinking process evaluation,and unify in class evaluation and out of class evaluation,clarify the level of students' literacy development,and provide the basis for their literacy improvement.