Research On The Application Of Project-based Learning In The Teaching Of The Ideological And Political In High School

With the development of The Times,the goal of curriculum reform in our country is constantly upgraded.The ideological and political courses in senior high school should take cultivating students’ core literacy of subject as the goal and the construction of activity-based subject curriculum as the guiding ideology.The educational and academic circles are constantly exploring the teaching mode of high school ideological and political courses suitable for the new era.Among them,project-based learning is consistent with the teaching concept advocated by the new curriculum standards due to its characteristics of driving questions,inquisitive learning and comprehensive practical activities.Therefore,the application research of project-based learning in the teaching of ideological and political courses in high school is of great significance.This paper summarizes the characteristics of project-based learning in high school ideological and political course and demonstrates the necessity of the application of project-based learning in high school ideological and political course teaching.Then,by means of questionnaire survey and interview,this paper summarizes the current application status of projectbased learning in high school ideological and political course teaching,and analyzes the problems arising from the application of project-based learning in high school ideological and political course,namely,unreasonable project development and design,poor implementation effect of project activities,unscientific evaluation of project-based learning,and weak transferability of project application.Then,corresponding optimization strategies are proposed to solve the above problems,namely,formulating multi-dimensional project-based learning objectives,designing challenging,interesting and meaningful driving questions,giving play to students’ subjectivity in project-based learning tasks and activities,taking process and result evaluation of project-based learning outcomes,and establishing incentive mechanisms for continuous project-based learning.Finally,through the analysis of induction method,a process model of "three rings and six steps" is designed in line with the project-style learning of high school ideological and political courses,which covers three spatio-temporal links before class,during class and after class,including six steps of formulating project tasks,integrating project plans,displaying project results,verifying project results,evaluating project results and optimizing iterative project results.Through the research,it is found that the application of project-based learning in high school ideological and political teaching has achieved certain results.For example,it can stimulate students’ learning interest in high school ideological and political courses,improve students’ learning drive in high school ideological and political courses,and promote the generation of students’ political identity,scientific spirit,legal consciousness,public participation and other core qualities.However,due to the influence of some teachers,students and the current school environment and other factors,there are still some problems in the application of project-based learning in high school ideological and political courses,such as: scientific goal setting,improper organization and implementation,incomplete evaluation,and weak application migration.In view of the above problems,this study puts forward corresponding optimization countermeasures,and on the basis of "the market decides the allocation of resources" lesson,designs the "three rings and six steps" model of high school ideological and political course project-style learning lesson example,provides a reference for the implementation of high school ideological and political course project-style learning lesson,so as to improve the effectiveness of the application of project-style learning in high school ideological and political course teaching.