| Issue-based teaching strategies were proposed from the General High School Thought and Politics Curriculum Standards(2017 Edition Revised 2020).Instantly,high school research issue-based teaching sprang up like a spring.Issue-based teaching plays a pivotal role in the process of implementing the new curriculum and materials,but at present,most of the domestic research on this issue-based teaching is conducted from the model,principles and operational methods.This makes some front-line teachers doubt the usefulness of issue-based teaching,because they are not clear about it.For these reasons,the aim of this paper is to examine the effectiveness of issuebased teaching by considering the specific issues at the front-line of teaching.It is hoped that more teachers will participate in the discussion of issue-based teaching and provide some useful references for the development and implementation of issuebased teaching.In this paper,we obtain and analyse data information from various aspects,and consider the following aspects through the use of literature research,data analysis,classroom observation,interviews and questionnaires.Firstly,the theoretical and practical origins of the study of the utility of issue-based teaching are introduced;secondly,the concept and theoretical basis of the utility of issue-based teaching;thirdly,the general strategies and case studies of issue-based teaching;finally,the utility of issue-based teaching for subject core literacy;and finally,other utilities of issue-based teaching are considered in terms of examination evaluation and social evaluation.The innovation of this paper is to consider issue-based teaching from a new perspective of utility and to analyse its utility from a number of perspectives.The utility of issue-based teaching for subject core literacy is organically linked to other utilities,both for social assessment and for improving student achievement based on issue-based teaching subject core literacy. |
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