Research On High School Chemistry Teaching Design And Practice From The Perspective Of "Courses For Ideological And Political Education"

"Courses for Ideological and Political Education" is an educational concept and a curriculum view in the new era.In line with the goal of students’ ideological and moral healthy growth and positive value leadership,all teaching courses in the school are the carrier of education.Through various curriculum content It is compatible with the education of ideological and political theory,exerts the function of educating people in an implicit and infiltrating way,and forms an all-round,multi-level and multi-angle education system.It is a comprehensive education that promotes the expansion and comprehensiveness of the ideological and political education system.Concepts and practical activities need to be fully implemented in middle school teaching.This research uses the literature research method to analyze the research status of "course for ideology and politics" and elemental knowledge teaching,defines relevant concepts,and clarifies the theory of constructivism,Marxist theory of all-round development of human beings and Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the research theories support.On this basis,the correlation between elemental knowledge in curriculum standard requirements,college entrance examination and curriculum content and ideology and politics was analyzed,and based on the core literacy of Chinese students’ development,the evaluation system of college entrance examination and the core literacy of chemistry,the ideological and political literacy was refined.The fusion points,fusion principles and fusion methods between elements and chemistry teaching have excavated and sorted out the ideological and political elements contained in the content of element knowledge in the textbook.According to the ideological and political resources sorted out,a teaching case based on the ideological and political concept of the curriculum was designed with elemental knowledge as the fulcrum and practiced in a middle school in Yinchuan,Ningxia Hui Autonomous Region.In the process of practice,teachers evaluate students’ behavior through classroom observation scales;after practice,they obtain feedback on students’ situation through questionnaires;in addition,through interviews,they can learn about front-line chemistry teachers’ understanding and views on curriculum ideology and politics,and obtain relevant suggestions.Based on feedback and analysis from various aspects,teaching strategies are proposed from the perspectives of teachers,teaching and schools.The research results show that students accept course for ideology and politics aspects in terms of cognition,emotion and attitude,the middle school chemistry teaching from the perspective of "course for ideology and politics" is feasible and effective.There is no significant difference in acceptance,and it is generally accepted that ideological and political elements are incorporated into chemistry teaching;chemistry teachers already generally have the awareness of curriculum education,but for various reasons,their emphasis is not high and the implementation is not sufficient,and it is necessary to deeply understand the connotation of curriculum ideological and political,in-depth analysis of course content,mining and refining ideological and political resources,and comprehensive implementation of course ideological and political resources.