Research On The Creation Of Problem Situation In Unit Teaching Of Ideological And Political Course In Senior High School

The Standard for Ideological and Political Courses in Ordinary High Schools(2017 Edition,2020 Revision)proposes to transform students’ learning methods and teaching models by taking the implementation of moral education as the fundamental task and the cultivation of discipline core literacy as the main line.Discipline core literacy has become the new direction of the new curriculum reform and the focus of the current classroom reform.The subject core quality-oriented classroom teaching emphasizes that students should carry out autonomous,cooperative and inquiry learning in an integrated and real situation by problem-driven or task-driven teaching.The overall unit teaching is the pattern of the development of core literacy,and the problem situation is the field of the development of core literacy.The problem situation creation in the unit teaching of high school ideological and political courses takes the overall situation under the control of the overall unit thinking,and carries out teaching activities based on the situation creation and problem drive.The whole teaching process gives full play to the main role of students,highlighting the cooperative and exploratory learning method,which coincides with the new curriculum reform concept.Through sorting out the concepts of problem situation creation in the unit teaching of ideological and political courses in senior high schools,its elements and characteristics are extracted,including purpose elements,situational elements,problem elements,and command elements.The characteristics of unit knowledge such as "structuring",situational "authenticity",problem "contextualization",and condition "supporting" are presented.After investigation,it is found that there are some problems in the creation of problem situations in the current unit teaching of ideological and political courses in senior high schools,such as ignoring the overall construction of situation creation,not being able to touch the "context" to create emotions,lacking the value of problem situations in problem setting,and having a poor auxiliary effect of problem scaffolding.Exploring the essence is due to the incomplete structure of the problem situation due to the creation of link breakpoints;The situation creation is misplaced,and the selection of materials does not match the learning situation;The problem setting is shifted,and the problem is not closely related to the situation;Problem support is absent,and students’ subjectivity is not fully reflected.Based on this,this study is supported by theories such as systems science theory,situational cognition theory,achievement motivation theory,and constructivist scaffolding teaching.It is believed that solutions can be explored from the following aspects: first,using the unit concept as an anchor point to achieve the structuring of problem situations;Secondly,strengthen the authenticity of situation creation by taking the unit context as the control;Thirdly,the core issue of the unit is leadership,focusing on the relevance of situations and issues;Finally,the question scaffolding builds mediators to focus on students’ subjectivity.