Study On The Teaching Design Of "Economy And Society" In High School:"The Ownership Of The Means Of Production In China"

General Secretary Xi Jinping pointed out at the 2019 symposium for teachers of ideological and political theory courses in schools that "the effectiveness of classroom teaching in Civics courses still needs to be improved,teaching research needs to be increased and ideas need to be expanded;the content of teaching materials is not vivid enough,and relevance,readability and effectiveness need to be enhanced." 2022 In April,the Ministry of Education and eight other departments issued the Plan for Strong Teachers in Basic Education in the New Era,stating that "improving teachers’ educational and teaching abilities is an inevitable requirement for modernizing education and building an educational power." High-quality teachers are the backbone of high-quality education development,and the key to running a good Civics class is the teachers.Teaching design is a key ability necessary for teachers,a prerequisite for good teaching,and an important way for teachers’ professional development and improvement.Therefore,the study of teaching design has important theoretical and practical significance.The topic of this paper is the teaching design of high school ideology and politics class,combined with the actual teaching experience,selected the 2019 unified textbook "economy and society" in the first unit of the first lesson "China’s ownership of the means of production".Through the study of high school textbooks,we found that this part is covered at both the junior and senior high school levels but with different focuses.Therefore,this study attempts to design the teaching of the new high school textbook in order to achieve an effective connection between the teaching contents and improve the teaching effect.This study adopts the literature analysis method to understand the current status of research on teaching design,ideology and politics class teaching design and teaching design of "ownership of the means of production in China".The method of comparative analysis is used to understand the similarities and differences between the content of "ownership of the means of production in China" in high school and that in junior high school.Based on the new curriculum standards and the principles of teaching design in the 2017 edition of the 2020 revision,we will conduct a specific teaching design study on this lesson,focusing on the whole process of teaching design and implementation,and reflect on the teaching process after the lesson based on peer teachers’ evaluation and students’ feedback,and explore optimization strategies in order to improve the quality of teaching.Specifically,this paper consists of three parts.The first part is a theoretical overview of the teaching design of "ownership of the means of production in China".It mainly includes the definition of related concepts,the analysis of instructional design,ideological and political class instructional design and the instructional design of this class.Then the principles and bases of teaching design for "China’s ownership of the means of production" are discussed.The important value of the teaching design of "China’s ownership of the means of production" in the high school ideology and politics class is focused on the fundamental task of establishing moral education,cultivating core literacy,improving teaching quality and benefiting high school students’ participation in social and public development.The second part is to study the main process and concrete implementation of the teaching design of this class.Through in-depth reading of the new standards and high school textbooks,we determine the teaching design ideas and core literacy teaching objectives,understand the situation of the students and the world,formulate the teaching priorities,and choose a suitable learning method for the students.With "the superiority of ownership of the means of production in China" as the general topic,the overall teaching design is problem-oriented,context-based,activity-based and task-based,and the specific implementation process follows the logic of "what,why and how".The third part is the peer teacher evaluation,student evaluation and self-reflection after the implementation of the teaching design.The third part is the evaluation of peer teachers,students and self-reflection after the implementation of the teaching design.The specific design is to collect evaluation data through interviews and to analyze the merits and demerits of the teaching design through self-reflection.The main desirable features were that the teaching was holistic,the material was lifelike,and the activities were interesting,while the shortcomings were that the literacy objectives were not effectively penetrated,the teaching emphasis was not prominent enough,the teaching methods were not flexible enough,and the teaching process was superficial.In response to the shortcomings of the implementation process,we studied the optimization strategies and mainly put forward four suggestions to optimize the teaching objectives,teaching contents,teaching methods and teaching process in order to further improve the teaching in the future.