A Study On The Teaching Design Of "One Subject Situation To The End" In Senior Middle School Ideological And Political Courses

With the implementation of quality education,the teaching element of “situation”has been gradually valued by theoretical research and frontline teachers.But as far as middle school ideological and political courses are concerned,in actual situational teaching,the creation of situations is mostly fragmented,disorderly,lacking in logic and system,which dilutes the teaching effect to a certain extent.The current curriculum reform based on core literacy puts forward new requirements for “what kind of person to cultivate”,and the “one subject situation to the end” teaching model shows the advantages of strengthening teaching systematicness,stimulating students’ independence and promoting the in-depth study with its unique “four main lines”.It further provides methodological guidance for “how to cultivate people”.However,due to the lack of scientific theoretical support and the lack of standardization of the operation,the actual use of the “one subject situation to the end” teaching model has become abnormal,and its advantages have not radiated.Therefore,with the outspread of the curriculum reform and the influence of teaching field’s awareness of “one subject situation to the end” mode,it takes the specific frame topics in the new textbook Economy and Society as an example.Conduct teaching design research guided by the“one subject situation to the end” teaching model.It not only pays attention to the application of the “one subject situation to the end” teaching model,but also pays attention to the implementation of various forms of teaching modes,so as to arouse the popularity and participation of this teaching pattern.The thesis is mainly composed of the following four parts:The first part: It gives explanations of the meanings of “one subject situation to the end” teaching pattern in senior high school’s politics teaching,and it gives analysis to the elements and values of “one subject situation to the end” when applied to high school ideological and political courses.In conclusion,this segment gives definitions to the “teaching pattern”,“on situation the the end” teaching style and its teaching pattern in senior high school’s politics teaching.It also sums up the elements of the teaching model of “one subject situation to the end” in high school ideological and political course with the four main lines: the theme situation line originated from real life,the knowledge trunk line containing the basic principles of Marxism,the value leading line carrying the core quality of political disciplines,and the subject interactive line implementing the activity-oriented disciplines.And from the teaching content,the teaching process,the influence on teaching from three perspectives so as to analyze the indicate the values of this mode in senior high school’s politics teaching.The second part: It begins with the explanations of the structures design.This thesis elaborates the guiding design structure and the connotations of this pattern on the foundation of “one situation to the end” in senior high school’s politics teaching.It can be concluded with three main guiding ideas with the influence of the new curriculum standard,whose teaching targets are the guidance of the correct political directions,the breeding of the core values and qualities,and as well as the stimulation of students’ involvement in teaching.On this basis,the new curriculum standards of the 2017 edition in senior high school’s politics teaching,the teaching design is based on the students’ learning condition and the contents of this textbook.The third part: Take “Making the market play a decisive role in resource allocation” as an example to explain in detail the process of teaching design of “one subject situation to the end” in high school ideological and political courses.First of all,the previous preparation includes detailed analysis of teaching content,clarification of the logical structure;accurate core literacy,setting teaching objectives;insisting on teaching uniformity and selecting teaching methods.Secondly,the situation creation link puts forward the requirements of authenticity,development,positivity,and timeliness,and create a variety of situations with different presentation methods.Third,the teaching implementation links are divided into: learning plans first,self-preparation;creating situations and introducing new courses;participating in situations and two-way interaction;sublimating situations and leading values.Finally,from the perspective of multi-dimensional evaluation content and diversified evaluation subjects,the post-class evaluation reflection is completed.The fourth part: On the foundation of the teaching practice and experience in the actual field,this thesis give analysis to the design strategy from three perspectives,the creation,presentation and sublimation of “one subject situation” on the related problems found.In the creation of “one subject situation”,we advocate the grinding of multi-dimensional situational materials from the aspects of breadth,depth and concentration;In the presentation of “one subject situation”,we advocate the construction of effective active classroom from the aspects of activity quantity,activity goal,activity content and activity atmosphere;In the sublimation of “one subject situation”,we advocate focusing on the cultivation of the core accomplishment of the whole process in classroom teaching and after-class practice.