The Research Of The Topic-based Teaching Of Ideological And Political Course In Senior High School Based On Situated Cognition Theory

With the promulgation of the "Standards for Ideological and Political Curriculum of Senior High School"(Promulgated in 2017 and revised in 2020),Topic-based teaching has gradually attracted attention as the main teaching method for constructing ideological and political activity-based courses,and has increasingly become the hot topic of the field of ideological and political classroom teaching reform.However,because the topic-based teaching is a new kind of teaching exploration in the field of ideological and political curriculum teaching in my country,many teachers face many practical problems when implementing topic-based teaching due to lack of systematic and complete theoretical guidance.Based on the current situation of ideological and political topic-based teaching in senior high school,this article uses two high schools in T City as the survey object,and investigates the practical problems in current ideological and political topic-based teaching practices in high schools through the investigation method of observation and interviews.The survey found that although the topic-based teaching has made some progress,there are still problems such as teachers' unclear understanding of the essence of topic-based teaching,insufficient situation creation,and insufficient controversial grasp of problem design.In-depth analysis found that the emergence of these problems is directly related to the incompatibility between topic-based teaching and school exam-oriented doctrine,the difficulty in changing the traditional teaching concepts and methods of teachers and students,and the imperfect theoretical model of topic-based teaching itself.Secondly,based on the shortcomings of topic-based teaching that lacks mature theoretical guidance,this article draws on the more mature foreign contextual cognitive theories,and discovers the basic characteristics of situated cognition and topic-based teaching in situational,interactivity,and dynamic generation,and demonstrates the possibility of perfecting topic-based teaching from the perspective of situational cognition,and then expounds the features and increase value of topic-based teaching based on the theoretical reference of situated cognition from the two dimensions of theoretical research results of situational cognition and practical teaching mode.Finally,in order to improve topic-based teaching,based on the basic viewpoints of situational cognition,combined with the current status quo,and on the basis of reference and reference to typical teaching models such as anchored teaching,this article proposes a ideological and political topic-based teaching framework based on situated cognition in senior high school.This article constructs the teaching framework from the four basic links of topic design,topic presentation,teaching implementation and teaching evaluation.In each link,strategies such as constructing the principles of situation creation,establishing situation information screening mechanisms,and creating serialized situational chains are proposed to provide front-line teachers with referable topic-based teaching implementation procedures.