Research On The Application Of Problem Teaching Method In High School Ideological And Political Lesson

The application of problem teaching method in High School ideological and political lesson,which means that teachers presuppose a series of guiding questions related to the teaching content on the basis of analyzing high school ideological and political textbooks and the basic academic conditions of high school students,and guide students to answer or raise questions related to textbooks or other creative questions,a teaching method that enables students to obtain knowledge of ideological and political subjects and improves ideological and political literacy from "questioning and answering".Compared with other teaching methods,problem teaching method has more advantages in cultivating students' problem consciousness and innovative spirit.Combining my teaching experience and teaching observations,I found that there are still shortcomings in the use of problem teaching methods in the teaching of ideological and political courses in some high schools.Such as: the formalization of the problem teaching link,the hardening of the problem setting,the passive problem solving,and the test-oriented problem feedback.How to improve the effectiveness of the problem teaching method in the application of high school ideological and political lessons is still a problem that requires regular and deep thinking.This article intends to focus on five aspects to explore the application of problem teaching method in high school ideological and political lessons.The literature review and introduction part mainly expounds the research background of the topic,research status at home and abroad,research ideas and innovations of the topic,which lays a theoretical foundation for follow-up research.The first chapter focuses on the concept and theoretical basis of "problem teaching method".The problem teaching method means that teachers presuppose a series of guiding questions related to the teaching content on the basis of analyzing high school ideological and political textbooks and the basic academic conditions of high school students,and guide students to answer or raise questions related to textbooks or other creative questions.It is characterized by problematic,subjectively,and openness.Constructive learning theory,Whole Person Education theory,cognitive development stage theory,and discovery learning theory are important theoretical and pedagogical foundations for the application of problem teaching methods in high school ideological and political courses.This paper probes into the practical significance of the problem teaching method to the main body of the ideological and political teaching and the classroom teaching process.The chapter 2 based on the existing research results,scientifically extracts the main operational links and principles of the problematic teaching method in high school ideological and political classes.The four main implementation links of the creation of the situation,the raising of the problem,the discussion of the problem,and the feedback of the problem are extracted.It is necessary to follow the important principles of the students as the main body,the teacher's leadership,step by step in the process,and the timely feedback on the results.Grasping the specific application of the problem-based teaching method from the links and principles indicates the direction for this research.The chapter 3 based on the existing research,personal teaching practice and teaching observation experience in a middle school in Chongqing,and the investigation and interview of some high school ideological and political teachers,explores and analyzes the problems existing in the problem teaching method in high school ideological and political classes,such as rigid situation creation,lack of problem effectiveness,passive problem solving,problem feedback and test-taking,etc.the paper strive to attribute it in depth from three aspects: teachers,students,and schools.The four main parts links of the creation of the situation,the raising of the problem,the discussion of the problem,and the feedback of the problem are extracted.Chapter 4 explores in depth the improvement strategies of using the problem teaching method in high school ideological and political classes.In order to address the practical problems that still exist in the teaching of this teaching method in high school ideological and political classes,practical improvement strategies are proposed in four aspects,including the implementation of the problem teaching process,teachers' professionalism,students' participation and the teaching evaluation system of ideological and political classes,as the core content of this study.The aim is to deepen and strengthen the understanding and grasp of the problem teaching method in the classroom,so that it can be used to the best effect in high school ideological and political classes and better serve the teaching of high school ideology and politics classes by fine-tuning the links,improving literacy,focusing on students' initiative and improving the evaluation system.In short,the problem teaching method not only contributes to the improvement of students' innovative ability,but also contributes to the improvement of the overall quality of political teachers.However,It is necessary to extract the existing problems,reach the essence through the phenomenon,and finally obtain the path to solve the problems,and improve the effectiveness of the high school ideological and political classes in its practical application.