A Study On The Introduction Of Politics And Rule Of Law In Senior High School

As the first part of the whole class,the classroom introduction process plays an important role,and effective classroom introduction can adjust the learning status of students and fully prepare for the new teaching in the classroom.The high school ideological and political curriculum standards emphasize that the high school ideological and political course is a comprehensive and activity-oriented subject course that enhances students’ social understanding and participation ability,which also puts forward new requirements for the introduction of the classroom.This paper uses observation,interview and questionnaire survey methods to conduct field investigations on practice schools,understand the current situation of the introduction of "Politics and the Rule of Law" classroom in high schools,analyze the existing problems,analyze the reasons from the aspects of teachers and students,and finally propose corresponding countermeasures.Through this study,the problems existing in the three links of teacher implementation,teacher design and student participation in the introduction of "Politics and the Rule of Law" in high schools were found.In the implementation process of teachers,it mainly includes the problems of difficulty in grasping the introduction time,paying less attention to the status of students,difficult to mobilize the class atmosphere,using the introduction language relatively single,and the frequency of introduction reflection is low.In the teacher design link,it mainly includes the problems of not paying attention to the learning situation,short thinking time for students,unreasonable selection of imported materials,inflexible use of import methods,and formalization of imported design.In the student participation link,it mainly includes the problems of not paying attention to classroom introduction,not actively participating in interaction,and poor participation in the introduction effect.Then,the reasons for the problems in the above links were analyzed,and the reasons of teachers mainly included teachers’ emphasis on knowledge over process,insufficient import design ability,unskilled use of import implementation skills,lack of attention to interaction with students,and lack of attention to introduction reflection.Students are not aware of the importance of the classroom introduction session and their ability to participate in the classroom introduction.Finally,in view of the analysis of the above reasons,update the educational concept and enhance the introduction of understanding;Based on the effectiveness of teaching,optimize the introduction design;Focus on the classroom process and strengthen the implementation of introduction;Corresponding countermeasures are put forward in five aspects: focusing on teacher-student co-guidance,guiding student participation,and attaching importance to introduction reflection,and improving the effect of introduction.