Research On The Problems And Countermeasures Of Experiential Teaching In High School Ideological And Political Courses

Under the guidance of the new curriculum standard,the three-dimensional teaching goal is transformed into the core literacy goal,and the development of students' core literacy of political science is regarded as the core soul of the new round of political science curriculum reform.Compared with the "three-dimensional ability" shaping,the cultivation of core literacy emphasizes the exertion of students' subjective initiative.The construction of activity-based subject curriculum is to make the content of Ideological and political classroom active,focus on the generation of students' own experience,accumulate experience in the experience,promote socialization,and develop core literacy.Although there are many research results of experiential teaching method since the beginning of the 21 st century,the content of the course focuses on "old ideas,old textbooks,old goals and old system",which is slightly out of line with the times and can not meet the practical needs of Ideological and political teaching.Therefore,this paper takes this as a breakthrough point,combined with the relevant content of the new textbook,to explore how to improve the effectiveness of experiential teaching of high school ideological and political course,which is of great significance of the times.This paper is divided into five chapters: introduction,overview of experiential teaching theory of high school ideological and political course,problems and causes in application,coping strategies of existing problems,and conclusion.It mainly discusses the contents of some box topics in the new textbook,and has rich cases,which realizes the combination of theoretical discussion and practical cases.The first part is the introduction.Starting from the research background of this paper,namely the application status of experiential teaching in high school ideological and political teaching,the particularity of Ideological and political textbooks and the new curriculum standard with teaching guiding significance,this paper expounds the significance of studying experiential teaching in high school ideological and political teaching.Then,it systematically combs the literature at home and abroad,from general to individual,clarifies the outstanding achievements and shortcomings of the academic research on experiential teaching,and extends the innovation of this paper from the shortcomings,that is,the research on the combination of new textbooks and experiential teaching is regarded as the innovation of this paper.The second part is an overview of the relevant theories of experiential teaching of high school ideological and political course.This chapter mainly expounds the meaning,characteristics,importance and feasibility.First of all,combined with the introduction from semantics,pedagogy,psychology three aspects of experience and the meaning of experiential teaching,in the second part summarizes the specific meaning of experiential teaching of high school ideological and political course.Secondly,it highlights the subject attribute of moral education orientation of high school ideological and political course,and concludes that the experiential teaching of high school ideological and political course has the personality characteristics of combining with the times,taking moral education as the goal,and connecting with the society.Finally,it analyzes the importance and feasibility of experiential teaching of high school ideological and political course from the aspects of theoretical basis,students' personality characteristics,the nature of Ideological and political course,the improvement of teaching effectiveness,and the harmonious relationship between teachers and students.The third part mainly expounds the problems and reasons in the application of experiential teaching in high school ideological and political class.This chapter focuses on empirical research.Based on the questionnaire and interview data,this part understands the actual situation of the application of experiential teaching in the classroom of high school political teachers in the implementation area of the new textbook,and deeply analyzes the problems and causes of the experiential teaching of high school ideological and political course in the process of teachers' lesson preparation.This paper summarizes the following four problems,namely,the lack of effective integration of experiential teaching and high school ideological and political teaching knowledge,the lack of generation and experience of experiential teaching of high school ideological and political course,the lack of in-depth and comprehensive evaluation of experiential teaching of high school ideological and political course,and the contradiction between students' learning style and experiential teaching idea of high school ideological and political course.And analyzes the causes of these problems are diverse,the author mainly from the teachers' teaching ability,students' cognitive level,the difficulty of Ideological and political activities,the school environment and other aspects to consider the causes of these problems.The fourth part is about the Countermeasures of experiential teaching of high school ideological and political course.Finding and raising problems is to solve the problems.This chapter is the key and difficult part of the full text.First of all,we should reasonably use the experiential teaching principle of high school ideological and political course,that is,return to life,student-centered,adhere to the ideological bottom line.Secondly,we should carefully design the experiential teaching steps of high school ideological and political course.From the formulation of pre class objectives to the creation of teaching situations,problem posing,interactive communication,induction and summary,and then to the extension of after class practice,transfer and application,to achieve the purpose of developing students' core quality of Ideological and political discipline.Thirdly,we should orderly carry out the experiential teaching practice of high school ideological and political course,and improve the experiential teaching evaluation system of high school political subject.At the same time,we should start with the students with initiative,and actively change the idea and way of high school students learning politics.Finally,from the school environment,from the teacher training,capital investment,facilities construction and other aspects to increase the ideological and political lesson experience teaching support.The strategy from teachers to students,and then to the school,society,to achieve a four in one organic combination.The fifth part is the conclusion,which mainly summarizes the research results of experiential teaching of high school ideological and political course.Through this study,the author combines the characteristics of high school ideological and political teaching,through questionnaires and interviews to explore the current situation and existing problems of the application of experiential teaching in the implementation of new teaching materials,and puts forward the corresponding countermeasures.But there are still some shortcomings.First of all,the application of experiential teaching in senior high school ideological and political course itself needs a lot of time and energy.How to better achieve the balance between teaching efficiency and teaching effect is still worth studying.Thirdly,the research data is limited,which can not reflect the particularity of regional teaching practice.Due to the author's limited research ability and lack of teaching experience,there are inevitably imperfections in the research.The above problems that can not be completely solved need further research in the future.