Research On The Application Of Narrative Teaching Method In The Teaching Of Philosophy And Culture In High School

General Secretary Xi Jinping Emphasized in the report to the 20 th National Congress of the Communist Party of China: "Accelerate the construction of Chinese discourse and narrative system,tell Chinese stories well,spread Chinese voices well,and showcase a trustworthy,adorable,and respectable image of China." The ultimate teaching goal of Philosophy and Culture is to implement the fundamental task of cultivating morality and cultivating people,and to adhere to keeping up with the times,so as to cultivate new generations who shoulder the great responsibility of national rejuvenation for the Party and the country.The use of narrative teaching method by teachers in Philosophy and Culture involves a whole "story" throughout the entire teaching process.Under the guidance of teachers,students actively explore narrative teaching situations,acquire knowledge,and strengthen emotional experiences.This approach not only improves the teaching efficiency of teachers,but also helps to cultivate students’ core competencies in the subject.The traditional teaching method is led by teachers,which not only weakens students’ subjectivity,but also makes it difficult to promote the development of students’ comprehensive qualities.The use of narrative teaching method in teaching has advantages such as interest and emotion,conforms to the development trend of the new curriculum reform,changes teachers’ teaching methods,and can provide reference for the application research of narrative teaching method in high school Philosophy and Culture teaching.This study utilized literature research,interview,questionnaire survey,and case analysis methods to explore the theoretical and practical issues of the application of narrative teaching method in high school philosophy and culture teaching.Firstly,the connotation and characteristics of narrative teaching method were elaborated,and the significance of using narrative teaching method in high school Philosophy and Culture teaching was explored.Secondly,through investigation and research,it was found that the current use of narrative teaching method in high school Philosophy and Culture teaching has problems such as insufficient "liveliness" in the use of narrative methods,insufficient "precision" in the selection of narrative materials,insufficient "strictness" in the implementation of narrative processes,and insufficient "completeness" in teaching evaluation systems.The reasons for the problems were analyzed,mainly reflected in the need for schools to pay more attention to them,and the need for teachers to strengthen their application level.The ability of students to participate needs to be improved,and the construction of teaching resources needs to be strengthened.Once again,the application of narrative teaching method in high school Philosophy and Culture teaching should adhere to the principles of education,daily life,flexibility,and modernity,and propose optimization strategies for the application of narrative teaching method in high school Philosophy and Culture teaching.Finally,take Value judgment and Value Selection as an example,design the application case of narrative teaching method in the teaching of Philosophy and Culture in high school.In the application of narrative teaching method,we should adhere to diversified selection of narrative methods,flexible selection of narrative materials,active exploration of narrative situations,and improvement of teaching evaluation system.The research conclusion indicates that the application of narrative teaching method in high school Philosophy and Culture teaching has promoted the transformation of teachers’ teaching methods,improved their teaching effectiveness,stimulated students’ interest in learning,cultivated their thinking ability,and laid a solid foundation for cultivating students’ core subject literacy.