A Study On The Existing Problems And Countermeasures Of Differentiated Instruction Of Ideological And Political Curriculum In Senior High School

From the ancient Chinese Confucius' proposal of "teaching students according to their abilities",which emphasizes the need to implement education in a targeted manner,starting from the current situation of learners,to the modern Chinese education sector's advocacy of tiered teaching,individualized teaching,and differentiated teaching,education has always sought to achieve the maximum development of each student in their own growth.The General High School Ideology and Politics Curriculum Standards(2017 Edition 2020 Revised)proposes to promote students' comprehensive and individualized development,respect students' differences,and use differences to carry out teaching in the current high school ideology and politics class does not achieve the unification of the desirable and the actual.In modern society,with the large demand for talents,classroom teaching has become the mainstream form of teaching organization,and each student has differences between individuals in the class due to their growth environment and other external factors,as opposed to individualized teaching of small class size and the single standard of division of tiered teaching,differentiated teaching is a teaching method based on the conditions of classroom teaching system,using students' differences to carry out teaching,which is a way to balance It is an effective way to balance educational efficiency and equity and to realize students' individual development,and plays an important role in promoting the fundamental task of moral education in high school ideology and politics.The main content of this thesis is divided into three parts: introduction,text and conclusion.The second part of the study provides a theoretical basis and practical analysis for the implementation of differentiated teaching in high school ideology and politics classes,and demonstrates the importance of high school ideology and politics classes in cultivating students' core literacy in ideology and politics,enhancing teachers' teaching professionalism,and improving the teaching effectiveness of high school ideology and politics classes.The second part mainly summarizes and analyzes the causes of the problems shown by the implementation of differentiated teaching in high school ideology and politics classes.With a weak awareness of differentiated teaching,unscientific cognition of differentiated teaching theories,imperfect teachers' literacy in implementing differentiated teaching,and the negative influence of the test-based teaching mode,high school ideology and politics classes face the problems of unspecific mastery of differentiated teaching,unclear design of differentiated objectives,poor differentiated teaching behaviors,and unsatisfactory differentiated teaching effects.The third part is to summarize the problems and causes,and to propose solutions that adhere to the concept of differentiated teaching from the practical point of view,use specific analysis of specific problems to construct differentiated teaching goals,implement differentiated teaching behaviors by integrating commonality and individuality,and transform the dialectical relationship from quantitative change to qualitative change to realize differentiated teaching reflection,so as to promote the theory and practice of differentiated teaching in high school ideology and politics class.This thesis is intended to promote the further development of the theory and practice of differentiated teaching in high school political science classes.