Research On The Application Of "Same Course And Heterogeneous" Model In The Teaching Of Ideological And Political Course In Senior High School

In the context of China’s eighth new curriculum reform,teachers have been transformed from transmitters of knowledge to facilitators of students’ all-round development,so the teaching model of teachers in high school ideology and politics classes also needs to be changed,which means that the cooperation between teachers and students needs to be constantly strengthened.The ’co-curricular’ model is practical,open and developmental in nature,and is able to promote communication between teachers and students,and develop students’ core literacies.It is evident that the use of ’co-curricular’ in the teaching of high school ideology and politics can meet the requirements of the new curriculum reform,and its implementation in the teaching of high school ideology and politics is gaining attention.In this paper,on the basis of previous research on "co-teaching",we firstly define the concept of "co-teaching",and then we also discuss the characteristics of"co-teaching" and its implementation process in high school ideology and politics.In this study,we firstly define the concept of "co-teaching" and elaborate on the characteristics of "co-teaching" and its implementation process in senior secondary ideology classes.Secondly,in order to gain a deeper understanding of the current situation of the implementation of "co-teaching" in senior secondary thought and politics classes,this paper uses questionnaires and interviews to conduct research,and finds that there is a weak sense of teacher participation and leadership;a lack of cooperation between teachers and inefficient action;students’ needs are easily ignored and detached from the purpose of teaching and evaluation;and a lack of expert teachers’ comments.The problems include single content and lack of expert teachers’ comments.These problems are caused by a lack of learning prior to the implementation of coteaching,a high cost of time and a lack of communication between teachers and students during the implementation of coteaching.There is a lack of evaluation and supervision after the implementation of the "co-teaching"programme.Finally,in order to solve these problems,this paper proposes solutions from four perspectives: teachers,teaching and research groups,teacher-student interaction,and schools,including requiring teachers to strengthen their study of the content of "teaching from the same class" and to do a good job of "teaching from the same class"."They are also required to actively promote the secondary teaching of the"same lesson" in order to enhance teachers’ participation and promote the operation of the "same lesson".The teaching and research team is required to clarify the subject of collective lesson planning during the teaching of ’co-teaching’,make full use of the self-media platform and highlight the comparative evaluation of teachers’ lessons in order to strengthen teamwork among teachers and enhance the efficiency of"co-teaching".Teachers are required to be guided by student learning and to communicate effectively with students in the process of teaching and learning,in order to increase interaction between teachers and students and to clarify the purpose of teaching and learning through coteaching.Schools are required to promote inter-school exchanges in the preparation phase,to promote diversification in the implementation phase,and to improve the quality of teaching in the reflection phase.In the reflection stage,the evaluation system of "teaching from the same class" will be improved.The above solutions are expected to facilitate the implementation and development of "co-teaching" in the teaching of senior secondary ideology and politics.