Research On Situational Teaching Method Of Ideological And Political Course In Senior Middle School From The Perspective Of Subject Core Literacy

With the advancement of comprehensive deepening of curriculum reform,the newly revised "Ordinary High School Ideological and Political Curriculum Standards(2017 Edition Revised in 2020)" puts students’ political core literacy as the focus of education and training.It can be said that China’s basic education has advanced to cultivate core literacy New era.However,core literacy is not easily acquired through a simple lesson.Its cultivation is procedural and continuous.It can help students achieve this goal better by creating situations that carry real problems and in long-term teaching.Therefore,studying the situational teaching method of high school ideological and political courses is of great significance to cultivate the core literacy of students.Based on Marxist epistemology,constructivist learning theory,and situational cognitive learning theory,this article combines predecessor research results and in-depth observations of actual classrooms to carry out research on situational teaching methods of high school ideological and political courses from the perspective of subject core literacy.First of all,it analyzes the significance of situational teaching method from the aspects of promoting the realization of core literacy goals,improving students’ comprehensive ability,and improving teachers’ teaching quality.Secondly,combined with actual investigations,we sorted out the problems of current teachers’ application of situational teaching methods in the classroom,including unclear creation goals,situational separation from life,single implementation methods,disconnection of teacher-student activities,and the constraints of teachers’ own factors and the main body of students.Weak consciousness and lack of school guarantee mechanism in three directions to try to analyze the cause of the problem.Finally,specific strategies are put forward for the classroom application of contextual teaching methods:teachers give full play to their leading role in goal setting,context creation,and summary evaluation;students enhance their main role in learning attitudes,self-education,and teacher-student interaction;The construction of the teaching staff and the teaching evaluation mechanism should also play a protective role.The three parties work together to promote the implementation of the situational teaching method and promote the realization of the students’ core literacy goals.