| As the times change,the new era has put forward new demands for high school ideology and politics classes,highlighting the importance of making students fully aware of the new developments and achievements in China’s political,economic,cultural,social and ecological fields,as well as increasing students’ sense of social responsibility,innovation,subject core literacy and practical ability.More and more teachers of high school ideology and politics have discovered many teaching approaches in their teaching practice and summaries of experience,and inquiry-based teaching has played a crucial role in this,and "problem design" as its foremost aspect has subsequently become emphasized by many teachers.As a pre-determined step that emphasizes students’ affective experience,"question design" in the inquiry-based teaching of high school ideology and politics is an element that teachers should pay attention to,as it is responsible for the implicit educational tasks of raising students’ political identity,creating ambitious ideals,and cultivating the spirit of innovation.This paper takes "problem design" in inquiry-based teaching in high school ideology and politics as an object of study,and focuses on three perspectives.At first,it introduces the concept,its role and characteristics.Next,we combine questionnaires and examples to discuss the current condition of "problem design" in inquiry-based teaching in senior high school ideology and politics courses,and find that "problem design" in senior high school ideology and politics courses is used and recognized,and students actively engage in it.The main issues are: the "question design" has been applied and accepted in the inquiry-based teaching in high school politics class,students actively participate in the classroom atmosphere,and the main position of students is further demonstrated in the "question design".The key challenges are: the relevance and relevance of "problem design" is not strong;"problem design" is restricted to the teaching materials and is not open sufficient;"problem design" has a unique source.The causes of the major problems are described from four areas: firstly,some teachers are less interactive in classroom teaching;the second is that some teachers’ capacity of"problem design" remains to be upgraded;the third is that some teachers’ interpretation of teaching materials is biased;the fourth is that some teachers’ consciousness of"problem design" is deficient."The fourth is that some teachers’ awareness of "problem design" is insufficient.In the end,around specific teaching cases,we suggest the following paths to optimize the "problem design" in the inquiry-based teaching of high school ideology and politics: Grasp the new standards,flexible "problem design";enhance the logical structure,rigorous "problem design";adhere to the "teaching according to the material",creative "problem design";with the assistance of modern information technology,abundant "problem design";transform teachers’ education and teaching philosophy,raise the importance of "problem design";strengthen teachers’ education and teaching literacy,foster teachers’ capacity of "problem design". |
