Research On The Design Of Teaching Situation Of Ideological And Political Course In Senior High School From The Perspective Of Deep Learning

The rapid development of society has put forward higher requirements for the cultivation and development of talents in education,and at the same time,the newly issued "Standards for Ideological and Political Courses in Ordinary High Schools(Revised Edition)" advocates the development of students’ core academic literacy.From this,it can be seen that students nowadays not only need to learn knowledge well,but also have the core literacy and deep learning ability to adapt to social development,and the achievement of these two abilities cannot be achieved without the design and implementation of teaching contexts.The revised high school ideological and political curriculum standard states in the "Curriculum Concept" section that teachers can promote students to change their learning methods by designing problem situations.In the "Teaching and Evaluation Suggestions" section,it explicitly requires teachers to adopt a comprehensive teaching method of situational creation.Therefore,"teaching scenario design" is an important concept in guiding teaching according to the curriculum standards,and it is also an important and crucial link in developing students’ core competencies and promoting deep learning.This article combines deep learning with teaching scenario design to conduct in-depth research on the implementation value,current situation,and influencing factors of teaching scenario design for high school ideological and political courses.It explores feasible teaching scenario design strategies,thereby improving the effectiveness of teaching scenario design for high school ideological and political courses.Ultimately,it provides valuable design ideas for ideological and political teachers to better design scenarios in teaching practice.This article focuses on three major issues.Firstly,starting from the theoretical analysis of teaching situation design,clarify the definition of teaching situation,clarify the requirements for teaching situation design from the perspective of deep learning,and analyze the practical significance of teaching situation design in promoting deep learning.Secondly,from the perspective of integrating theory with practice,analyze the current situation of teaching scenario design for high school ideological and political courses and the main factors that affect teaching scenario design.Through student questionnaire surveys and teacher interviews,explore the problems and shortcomings in the current design of teaching scenarios for high school ideological and political courses.Thirdly,starting from the theoretical foundation and objective reality,under the guidance of deep learning theory and high school ideological and political curriculum standards,a strategy for designing teaching scenarios for ideological and political courses is proposed,which includes establishing teaching objectives to promote the development of higher-order thinking,selecting authentic situational materials,integrating meaning and connecting knowledge content,and constructing situational problem chains for higher-order thinking exploration,in order to enable students to deeply understand and experience in the context,and form deep thinking,Finally,achieve migration and application.