Research On The Application Of Double Subject Interactive Teaching In High School Ideological And Political Course

Although education has experienced reforms for years,high school ideological and political course still presents problems in teaching.This course is essential because it cultivates students' moralities and values,which has been addressed by our country leaders repeatedly.On the basis of double subject interactive teaching,this dissertation engages in strategies to improve teaching quality of the course.To get valid results,the author has selected three high schools in Jianyang city to explore the current application status of this teaching method in ideological and political classes.Through research,the author finds that such teaching mode has enhanced teaching effects,such as gradually active class atmosphere,improved teacher-student relationship,and elevated ability of students.However,problems also show up in the implement process,for instance,single subject,few interactive objects,short interaction time range,formalized and superficial interaction,unreasonable evaluation mechanism,subjects' insufficient interaction skills and so on.In the further analysis,the author figures out that the main reasons of the problems lie in that both parties' changeless ideas of teaching and studying,monotonous form of interaction,limited time for interacting as well as irrational evaluation system in interaction.Based on these,this dissertation provides some specific improvement strategies.Firstly,updating teachers and students' ideas.Secondly,innovating interaction methods.Thirdly,teachers should increase interaction with students in different teaching links.Fourthly,enhancing their abilities to express and interact.Lastly,setting up a reasonable and rational evaluation mechanism to smooth interaction.The framework of this study is as follows:The first part introduces the research background,significance,methods,ideas,innovations and limits,then summarizes the contemporary research status of this topic at home and abroad..The second part describes the core concepts applied,then analyzes the theoretical basis,realistic conditions and target requirements of the double-subject interactive teaching mode..In the third part,according to the results of questionnaires,interviews and observation,the author summarizes the application of double subject interactive teaching and lists the problems showed in use.The fourth part explains the subjective and objective reasons for the poor performance of the teaching method.The last part offers some suggestions to help realize better teaching effects by learning from advanced teaching ideas and experience.