A Study On The Application Of Guided Teaching In Tibetan Civics And Political Science Classes

With the gradual implementation of the new curriculum reform,teaching methods have undergone great changes.The new curriculum reform places more emphasis on the main role of students in the daily teaching process and requires that emphasis be placed on the cultivation of students’ comprehensive abilities.It has broken down the shortcomings of traditional teaching methods,and educators have been exploring new teaching models under the concept of the new curriculum reform,and have achieved fruitful results.Among them,the Guided Learning Scheme has been recognised and admired by the majority of teaching staff,and has been vigorously promoted and applied by many schools in various provinces and cities.In order to promote the development of education in Tibet and the development of students in Tibet,the Tibetan region has also joined the team to implement the guided learning project teaching mode.However,in the process of implementing the Guided Study Programme teaching model,we have also found some problems:teachers have poor knowledge of the Guided Study Programme,do not really understand the role of the Guided Study Programme teaching,and other problems.At the same time,there are problems with teachers not highlighting important and difficult points,directly appropriating other people’s guide cases,or even writing content that does not match the learning reality of Tibetan students,which leads to a low usage rate of the guide case,which becomes a formality and does not allow for rigorous completion of all aspects of the guide case.This makes it difficult to achieve the teaching expectations,the teaching objectives and the teaching philosophy of the new curriculum reform.In order to find out the causes of the problems and the corresponding policies,through questionnaires and interviews with the Civics teachers of the six high schools in Lhasa and detailed observations in the front-line classrooms,we summarised in detail the problems and causes of the cognitive situation,preparation and application of the guided study programme by the front-line teachers,and expected to propose corresponding optimisation strategies from both the teacher and school levels.First,at the teacher level,teachers should change their traditional teaching concepts and establish a correct view of the quality of education and a correct view of teaching.Secondly,teachers should pay attention to the learning situation of Tibetan regions when writing their guide plans,and make full use of Tibetan local teaching resources on this basis.Once again,teachers should take the initiative to learn the methods and techniques of guided learning programmes and improve their practical skills in the application of guided learning programmes.After teaching,teachers should summarise and reflect on both the problems that existed during the teaching process and the feedback from students.Secondly,as for the school level,on the one hand,schools should enhance the training of teachers’ ability to teach guided learning programmes.Schools should give teachers training opportunities through multiple channels and in multiple ways,so that they can master the teaching mode of the Guided Learning Programme as soon as possible.On the other hand,schools should improve the teaching management and evaluation of guided learning programmes,and establish and improve the systems related to the guided learning programme teaching mode.Schools should actively organise relevant personnel to develop institutional standards covering the whole process of writing,implementing and evaluating guided study plans,so as to regulate the application and implementation of teachers’ guided study plans.This will provide certain reference and reference for optimising the teaching of guided study plans in Tibetan Civics courses.