Research On The Application Of Differentiation And Analysis In High School Ideological And Political Courses

The "Ideological and Political Curriculum Standards for Ordinary Senior High Schools(2017 Edition Revised in 2020)"mentioned in the implementation proposal,"Strengthen differentiation and analysis,and choose a learning path led by positive values".Strengthening the identification and analysis,emphasizing the process of students’ independent identification and analysis.Compared with debate,discrimination is not necessarily right or wrong,black or white,it may be right or wrong,and wrong is right;it may not be a stark opposition between positive and negative,but it may also be self-examination and reflection;It is not necessarily to make the other party accept and convince the other party’s own point of view in exposing the contradiction of the other party,but also to interweave different viewpoints and compare and identify which viewpoints are more reasonable from multiple perspectives.In short,debate is inseparable from discrimination,but discrimination is not necessarily debate.As a teaching method,differentiation-based teaching has something in common with traditional teaching methods.In the teaching process,it and debating teaching require students to be able to identify and judge their opinions independently;what they have in common with discussion teaching is the process of students expressing their opinions,exploring cooperatively,and reflecting on their views.In terms of teaching goals,compared with traditional teaching methods,in addition to developing students’ core literacy levels,differentiated and analytical teaching also emphasizes the realization of positive value guidance for students,and guides students to make correct value judgments and behavioral choices.In addition,the application of discriminative teaching in different disciplines is similar in operation procedures,and all focus on serving the teaching requirements of this discipline in terms of goal achievement.The ideological and political course in senior high school is the key course of the fundamental task of cultivating morality.Guiding students to establish correct value orientation and make correct behavior choices is the inherent requirement of ideological and political course teaching in senior high school.In the era of new media,the information elements that people receive are obviously diversified,and their ideological cognition,value orientation,and lifestyle are also increasingly diversified.And students in high school,their ideological activities also show new features of independence,selectivity,difference and variability.Therefore,in the teaching of ideological and political courses in senior high schools,the use of differential and analytical teaching guides students to independently identify and analyze,cooperate and identify in the face of complex social thoughts and social phenomena,face different viewpoints rationally,and make correct value judgments and behavioral choices are particularly important.The identification and analysis teaching of high school ideological and political courses highlights the conflict of values with the theme of"discrimination",the process of "analysis" emphasizes independent criticism,and the goal of "discrimination" emphasizes value leadership,which is positive for promoting the development and realization of students’ core literacy of disciplines.The value leadership is of great significance.For teachers,changing teaching methods and guiding students into an open and analytical learning path is an important carrier for promoting teachers’professional development and can effectively improve the quality and quality of classroom teaching.The examination of the current situation of the application of discrimination-based teaching in ideological and political courses in senior high schools is the practical basis for researching its application strategies.Through questionnaire surveys,personal interviews and classroom observations,the results of this teaching method in terms of reaching a consensus on value-led teaching effectiveness in practical application,forming a basic operating process and configuring certain teaching resources for differentiation and analysis were sorted out.At the same time,it also exposed some problems such as the limited exploratory nature of the design of the identification and analysis theme,the lack of flexible space for the implementation of the identification and analysis activities,and the insufficient attention to the process of the identification and analysis of the summary evaluation.The existence of these problems is related to the lack of cognition and control ability of some teachers themselves to the differential teaching.In addition,under the influence of the traditional evaluation system,some students’ learning has a strong utilitarian purpose,which restricts their interest and enthusiasm in the identification and analysis activities,and will also affect the effectiveness of classroom teaching.Reflecting on the reasons for the existing problems and responding to the above problems is necessary to further promote the analysis-based teaching of ideological and political courses in senior high schools.First of all,teachers need to clarify the basic teaching principles that the teaching method should follow:unity of orientation and openness,unity of theory and practice,unity of process and conclusion,and unity of effectiveness and formality.Secondly,under the guidance of scientific and reasonable teaching objectives,establishing a good differentiation and analysis theme is the basic premise of effectively carrying out differentiation-based teaching.In order to ensure that the setting of the identification and analysis theme is distinguishable and effective,the establishment of the identification and analysis theme should be based on curriculum standards,based on teaching content,and centered on students’ actuality.In addition,in order to effectively implement the discrimination and analysis activities,it is necessary to create a discrimination and analysis situation and create a discrimination and analysis atmosphere;carry out the discrimination and analysis activities,and create a discrimination and analysis space;clarify the learning tasks and achieve the literacy goals.Finally,the in-depth evaluation of the implementation effect of the identification and analysis activities is inseparable from the summary and evaluation of the identification and analysis activities.The analysis and summary should adhere to the verification idea of "seeking common ground" in the value orientation and "reserving differences" in the identification and analysis path.In order to further extend the subject of discrimination and analysis,methods such as the comparison of knowledge and action,the consolidation of exercises and practical activities can also be used to help students deepen the results of discrimination and analysis,sublimate the discrimination and analysis of emotions,and truly realize positive value guidance for students.