Study On The Learning Progression Of The Rule Of Law Module Of Ideological And Political Course In Junior And Senior High Schools

At present,the integration of ideological and political courses in universities,middle schools,and primary schools has become an important goal direction for the development of ideological and political education in China,and it is a necessary choice to strengthen ideological and political education.In terms of content,political education in the junior high school stage is an important part of the integrated construction of ideological and political courses in universities,middle schools,and primary schools,and there is a certain inevitable connection.The rule of law learning of students in these two stages is gradual and progressive,clearly depicting their growth level in the process of rule of law learning.Therefore,it is very important to do a good job in teaching between stages.Studying the progress of students’ learning in the rule of law module of ideological and political courses in junior high schools is conducive to promoting their continuous deepening of learning in the rule of law module,forming a good knowledge structure system,and facilitating the formation and development of students’ awareness of the rule of law.In order to deeply explore the issue of learning advancement in the rule of law module of ideological and political courses in junior high schools,based on theoretical research such as learning advancement and learning transfer,practical research work was conducted through questionnaire surveys,teacher interviews,and other methods.After investigation,it was found that there are some problems in the advanced learning of the rule of law module in the ideological and political courses of middle and high schools at present.The specific manifestations are: inaccurate positioning of learning objectives and lack of hierarchy;Unclear grasp of learning content and lack of progressivity;Inappropriate use of learning methods and lack of pertinence;Learning evaluation is relatively single and lacks diversity.Through in-depth analysis of the above issues,it can be concluded that the main reasons that affect students’ progress in learning the rule of law module are: differences in the middle and high school exams,a lack of overall understanding of the content of the rule of law module by some teachers,limitations in students’ own ability to learn the rule of law,and a lack of teaching discussion and communication among middle and high school teachers.In response to the above problems and analysis of their causes,corresponding advanced strategies are proposed around the four elements of students’ learning objectives,learning content,learning methods,and learning evaluation: in the advancement of learning objectives,junior high school should consolidate the foundation of rule of law ideology,and senior high school should implement the cultivation of rule of law awareness;In terms of advanced learning content,middle school focuses on popularizing legal knowledge,while high school focuses on strengthening the value of the rule of law;In terms of learning methods,emphasis should be placed on the transformation of focus.Junior high school should strengthen experiential learning of the rule of law module,and senior high school should strengthen common sense learning of the rule of law module;In the advancement of learning evaluation,middle school should pay attention to the development process of the rule of law concept,while high school should focus on the strengthening process of the rule of law awareness.Finally,taking "Rule of Law Government" as an example,we will focus on exploring the practical path of learning and advancing the rule of law module in ideological and political courses in junior high schools,presenting the practical value of orderly advancement and effective connection of the rule of law module.