Research On The Teaching Objective Design Of Ideological And Political Course In Senior High School Under The Guidance Of Core Literacy

Since the Ministry of Education issued "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Morality and Educating People",the concept of "core literacy" began to enter the field of vision of the majority of front-line teachers.The Ideological and Political Curriculum Standards for Senior High Schools(2017 edition)for the first time condensed the core quality of ideological and political discipline and formulated the curriculum objectives based on it.As a unique reflection of the discipline education value,the core quality of ideological and political discipline in senior high school is the correct value,essential character and key ability formed by students after the completion of this course.Only by implementing the concept of subject core literacy into the teaching of each class can we ensure the final generation of students’ subject core literacy.As the soul of classroom teaching,teaching objective is a response to "what to teach" and "how to teach".It plays a motivating,guiding and evaluating function in the teaching process,and is the "first element" of teaching design.Specifically speaking,the design of teaching objectives under the guidance of core literacy is a key step to cultivate students’ core literacy.However,the reality is that a large number of front-line teachers of ideological and political courses in high school do not pay enough attention to teaching objectives,have insufficient awareness of curriculum reform,and do not learn enough theoretical knowledge.This makes it difficult for teaching objectives to play a "anchor" role in the cultivation of the core qualities of ideological and political courses in high school.Through literature research method,questionnaire survey method and case analysis method,this thesis understands the current situation of teaching objective design of ideological and political courses in high schools with core literacy,analyzes the causes of the problems,and puts forward suggestions for teaching objective design of ideological and political courses in high schools under the guidance of core literacy based on the theoretical knowledge learned during the postgraduate period.The main content of this thesis consists of three chapters:The first chapter is an overview of the design of teaching objectives of ideological and political courses in senior high schools under the guidance of core literacy.First of all,on the basis of existing research,this thesis defines the two core concepts of ideological and political discipline core literacy and teaching goal design.Secondly,the "incentive function","pilot function" and "evaluation function" of teaching objectives are specifically described.Finally,the three pairs of relationships that should be handled well in the design of teaching objectives under the guidance of core literacy are discussed,including the relationship between teaching objectives and teaching objectives,the relationship between core literacy and three-dimensional objectives,and the relationship between core literacy and teaching objectives.The second chapter is the current situation of the design of teaching objectives of ideological and political courses in senior high schools.This chapter adheres to the principle of proceeding from reality,uses the method of questionnaire and case analysis to understand the current situation of the design of teaching objectives of ideological and political courses in senior high schools under the guidance of core literacy,and summarizes and analyzes the existing problems and influencing factors.Through the questionnaire and case study of 20 teaching designs collected,it is summarized that there are some problems in the design of teaching objectives of ideological and political courses in senior high schools,such as the dislocation of subjects,the high level of expression,the lack of literacy,the dislocation of functions and the offside of requirements.Based on the analysis of the above problems and the phenomena observed by the author in the process of educational practice,it can be concluded that the reasons for the problems in the design of teachers’ teaching objectives are insufficient attention to teaching objectives,weak awareness of curriculum reform,and insufficient learning of relevant theories.The third chapter is the research on the design of teaching objectives of ideological and political courses in senior high school under the guidance of core literacy.The content of this chapter is mainly to put forward targeted improvement suggestions for the problems existing in the design of teaching objectives of front-line teachers.The design of teaching objectives of ideological and political courses in senior high schools under the guidance of core literacy requires teachers to abide by the principles of scientificity,consistency,subjectivity and development.The specific operational strategies can be divided into the following three types:deeply grasp the requirements of the curriculum standards to reflect the accuracy of the establishment of teaching objectives;To truly respect the students’ main body and enhance the appropriateness of the establishment of teaching objectives;Strengthen the study of theoretical knowledge and ensure the standardization of the description of teaching objectives.