Exploring Cumulative Learning In High School Ideology And Politics From The Legitimation Code Theory

The integration of ideology and political science courses is full swing,aiming to alleviate the division of teaching and learning between universities and schools.The cumulative learning in Maton’s legitimation code theory focuses on the cumulative construction of knowledge in education and teaching,which requires that the abstraction-deduction-abstraction of knowledge(concepts)be based on students’ existing knowledge discourse system in teaching,and that the process of deduction be connected with students’ existing knowledge discourse as far as possible to achieve the accumulation of knowledge and the formation of a complete knowledge structure.In the senior high school politics class,the exploration of cumulative learning is in line with the construction of the integration of the Civics and Political Science class and helps students to develop and improve their knowledge structure.The basic ideas of the thesis are Bernstein’s theory of knowledge structure,Maton’s semantic wave of legitimation code theory and cumulative learning,the choice of cumulative knowledge construction model in subject teaching,and the comparison of teaching models in high school ideology and politics classes.First,the legitimizing semantic code theory inherits Bernstein’s knowledge structure theory,so when characterizing the knowledge structure of the ideology and politics class,it is based on Bernstein’s knowledge structure theory and characterizes the knowledge structure of the ideology and politics class as hierarchical knowledge structure.Secondly,we discuss the cumulative learning in the legitimized semantic code theory and the key element of cumulative learning,the semantic wave,which contributes to the cumulative construction of knowledge.Furthermore,based on the knowledge characteristics and teaching objectives of the ideology and politics class,the mode of cumulative knowledge construction in the ideology and politics class is selected.The issue-based teaching method helps teachers and students form semantic waves in the interaction and achieve cumulative knowledge construction through the steps of decompressing and packing knowledge after the questions,respectively.Finally,a comparative analysis of the two teaching cases on whether cumulative learning can be achieved shows that it is clear that the presentation,decoding and repackaging of key vocabulary(power vocabulary)is a basic procedure that should be followed for successful and effective classroom teaching,so it should be taken as an important factor and clue for classroom teaching design and implementation,and it is also clear from this that the evaluability of semantic waves,which can visually and dynamically show the teaching process,helps teachers to evaluate and adjust their own teaching process.teachers to evaluate and adjust their own teaching process.