A Study On The Application Of Large Unit Teaching In High School Ideology And Politics Class

In the context of the new round of curriculum reform,China’s high school ideology and politics subjects are being reformed in the direction of improving the discipline’s nurturing function,implementing the goal of moral education,and enhancing students’ core literacy.In the era of core literacy of discipline education,traditional high school ideology and politics classes tend to spend a lot of teaching time and energy on memorizing and understanding meticulous and fragmented expertise,to some extent ignoring the inner connection between knowledge.At the same time,with the introduction of the new unified textbook,the traditional teaching mode of one lesson and one frame in high school ideology and politics classes has been challenged.How to present students with a systematic,structured and intrinsically connected curriculum in a limited time and space has become a question for many front-line ideology and politics teachers to ponder.Large-unit teaching is a proven way to motivate teachers to actively explore the cultivation of students’ core literacy.Large-unit teaching highlights the systematic,reconstructive and hierarchical nature of the teaching process,so as to gradually achieve the goal of cultivating core literacy.In terms of connotation,the large unit teaching of high school ideology and politics class refers to the teaching of high school ideology and politics class,based on the new curriculum standards,based on the new textbook,with the implementation of students’ core literacy as the goal,from the overall concept,theme,topic,issue or activity as a whole,select the corresponding learning content for restructuring and construction to form a high school ideology and politics class learning unit,from the students’ learning situation The units are designed to create realistic contexts for students and to integrate unit objectives,unit inquiry activities,and unit evaluation.Under the guidance of Marxist theory,nearest development area theory,and constructivist learning theory,combined with the connotation of high school politics large unit teaching and the relevant requirements of the new curriculum standards,we can refine the characteristics of high school ideology and politics large unit teaching as holistic and reconstructive,student-oriented and teacher-led,progressive and transferable,practical and experiential.Finally,in terms of value,the large unit teaching of high school ideology and politics has important significance in cultivating students’ subject core literacy,promoting teachers’ own professional improvement,and effectively promoting teaching improvement.Through a survey of high school teachers’ and students’ perceptions and applications of large-unit teaching in high school ideology and politics classes in Yancheng and the interviewed teachers’ observations in the actual classroom,large-unit teaching in high school ideology and politics classes has certain advantages,including teachers’ and students’recognition of the value of large-unit teaching,strengthening students’ interest in high school ideology and politics classes,increasing students’ classroom participation,and promoting the development of students’ comprehensive abilities..However,there are also problems that schools do not pay enough attention to large-unit teaching,teachers’ understanding and application of large-unit teaching are not deep enough,and there is a gap between students’own comprehensive literacy and the implementation standards of large-unit teaching.In view of the confusions and problems found in the research,the reasons are explored,and the implementation strategies of large-unit teaching in high school politics classroom are combined with the current situation of curriculum reform,including establishing large-unit themes,selecting large-unit teaching contents,studying the curriculum standards,formulating structured teaching objectives,focusing on students’ core literacy,designing large-unit teaching activities,paying attention to the learning process,and conducting differentiated assessment design.