Research On The Application Of Discrimination Learning In Senior High School Ideological And Political Classes

The new curriculum reform emphasizes "learner-centered",and pointed out that classroom teaching should focus on "teaching students to learn to learn" and cultivate students' ability to adapt to social life.The high school ideological and political course takes as the fundamental task of establishing morality and cultivating people,and it is urgent to improve the efficiency of classroom teaching,guide classroom teaching to deepen,and highlight the positive value guidance.The current high school ideological and political classrooms are mostly passive knowledge transfer,lack of the process and methods of value judgment,selection,evaluation and shaping,the guidance of ideological values is not enough,and the students' value judgment and selection ability are weak.Discriminative learning is a kind of deep and meaningful learning that points to students' self-growth and development.It plays an important role in cultivating subject thinking,promoting knowledge generation,forming key abilities,and cultivating positive emotions.It can respond well to reform demands that learning methods improvement and "cultivating people".Therefore,the introduction of discriminative learning in high school ideological and political classes is an important choice for the realization of subject education.On the basis of combing the existing theoretical research results,the article conducts empirical research on the application of discriminative learning in high school ideological and political courses,and based on the requirements of the new curriculum standard and teaching practice,explores the optimization strategies that promote the effective application and in-depth promotion of discriminative learning.The article is mainly composed of five parts.The first part introduces the reasons for the topic selection and the significance of research,the status quo of research at home and abroad,research ideas and methods,the key points and difficulties of research,and the innovation and deficiencies of research.The second part defines the three core concepts of discrimination,discriminative learning,and discriminative learning in high school ideological and political courses,and explains the theoretical basis for applying discriminative learning;Secondly,the article discusses the feasibility of applying discriminative learning based on the characteristics and requirements of students,ideological and political courses and the information environment,and then analyze its necessity from the three aspects of implementing activity-based courses,improving learning methods,and strengthening value guidance;and sum up the basic principles that need to be grasped in the application of discriminative learning.The third part is on the basis of empirical investigation,analyzes the application achievement of discriminative learning in students,teachers and classroom teaching,and summarizes the problems existing in the application of discriminative learning in high school ideological and political course.The main problems are as follows: the role positioning of teachers and students is vague,and the opportunities for students to participate are uneven;the frequency of application is less,and the application program is not systematic and standardized;the presetting and generation are not handled properly,and the depth of class discrimination is not enough;the form of discrimination and the evaluation subject are single,and continuous evaluation is lacking;the time for discrimination is too long or too short,and the teacher's classroom control ability is insufficient.The fourth part tries to analyze the reasons for the problems in the application of discriminative learning from four aspects: the current development of discriminative learning,students' existing cognition and ability level,teachers' traditional teaching concepts and professional implementation level,teaching evaluation system and implementation conditions.The fifth part is based on the actual situation of the application of discriminative learning in high school ideological and political classes,and puts forward the optimization strategy of applying discriminative learning in order to effectively improve its application effectiveness.Specifically,it includes: deepening the theoretical and practical exploration of discriminative learning,guiding students' concept changes and the construction of learning methods,emphasizing teachers' concept construction and professional growth,optimizing the basic operating procedures of discriminative learning,and improving the discriminative evaluation mechanism.