Questions And Research On High School Ideological And Political Classrooms Based On The Core Literacy Of Disciplines

The "Ordinary High School Ideological and Political Curriculum Standards(2017Edition,2020 Revision)" pointed out that senior high school ideological and political courses should guide students to experience the learning process of independent thinking and cooperative inquiry to understand the course content and cultivate the core literacy of the discipline.Both independent thinking and cooperative inquiry require questions as "introductions".Class questioning is a teaching method required for teachers to impart knowledge and conduct teacher-student interaction.The effectiveness of teachers' classrooms affects the achievement of teaching goals and the degree of implementation of the core literacy of ideological and political disciplines.Based on the literature analysis of existing research,combined with the observation results of high school political teachers' classroom questions,it can be seen that the current high school ideological and political teachers generally use general classroom questioning methods in classroom questions.The lively but unsatisfactory questioning effect is not satisfactory in guiding the achievement of course objectives and teaching objectives.The main reason is that teachers' questions lack value leadership,literacy orientation and integration,and do not give full play to the role of classroom questions in the cultivation of the core literacy of student disciplines.Therefore,it is a question of theoretical and practical significance to think about how to cultivate the core literacy of the subject and promote the achievement of teaching goals in the classroom questioning.Studies have carried out a questioning of high school ideological and political classroom teaching questions based on the core literacy of disciplines.Through the comparative analysis of general classroom questions and high school ideological and political classroom questions based on subject core literacy,it is found that general classroom questions lack pertinence,integration,and the subject of questioning is single.Under the guidance of Vygotsky's "Zone of Proximal Development Theory" and situational education theory,following the basic principles of clear question expression in classroom questions,questioning objectives reflecting literacy orientation,and questioning difficulty showing gradient design,combining the requirements of curriculum standards,a question method of high school ideological and political classrooms based on the core literacy of disciplines is constructed.The operation process of this method includes: Create a structured problem situation-considering the overall questioning-carrying out systematic questioning-developing in-depth questioning-conducting guided evaluation.Constructed a disciplinary task-oriented questioning structure,highlighting the characteristics of integrity,comprehensiveness,openness and literacy orientation.The new classroom questioning method needs to be tested for its rationality and scientificity in teaching practice.Therefore,the research is based on the curriculum objectives and the core literacy-oriented questioning structure of ideological and political disciplines,developing high school ideological and political classroom question validity evaluation toolsfrom frome four aspects: questioning situation,questioning setting,questioning implementation,and questioning effect.A method for evaluating the effectiveness of questioning in high school ideological and political classrooms has been established to provide a reference for teachers to reflect on teaching,students' feedback,and to optimize the questioning method.Finally,the questioning method is used to design questions,carry out a practical research on the questioning method of high school ideological and political classrooms based on the core literacy of the discipline,and use the five-point evaluation scale for the effectiveness of high school ideological and political teachers' classroom questioning to quantitatively evaluate teachers' questions.The evaluation results show that the overall level of teachers' classroom questioning is relatively high,and they have done a good job in questioning situations and implementation links.Teaching practice has verified that the questioning method of high school ideological and political classrooms based on the core literacy of disciplines has a guiding and promoting role in improving the effectiveness of teachers' questioning and cultivating students' core literacy in disciplines.From the definition of core concepts to the construction of questioning method,from theoretical research to practical application,the paper has formed a more systematic research process,,which will provide some ideas and reference for the current high school front-line teachers to standardize classroom questioning and cultivate students' core literacy in classroom questioning.