High School Ideological And Political Issue-based Teaching Living Inquiry

With the promotion of the new curriculum reform,the issue-based teaching method in high school ideology and politics classes has become an important teaching method for high school politics teachers in recent years.Therefore,how to use the issue-based teaching method scientifically has become an important element for educators to think about at present.However,in the real teaching process,there are still many problems with issue-based teaching,among which,the lack of in-depth implementation of the concept of living is a problem that cannot be ignored.Therefore,the article explores the theoretical and practical significance of the living of issue-based teaching in high school ideology and politics.Through questionnaires and literature research,this article finds that the following problems exist in the application of issue-based lifelike teaching in senior high school ideology and politics classes: teachers do not use enough appropriate materials in issue-based teaching classes;students lack the initiative to participate in issue-based teaching classes;it is difficult to create issue-based teaching classes based on students’ real lives;some issue-based teaching classes are just formal.The classroom is a formality.The reasons for this are as follows: teachers’ lack of professionalism in conducting issue-based classrooms,students’ lack of initiative in participating in issue-based classrooms,the novelty and complexity of conducting issue-based classrooms,and the limitations of the external environment in conducting issue-based classrooms.In order to achieve the expected results and to better cultivate students’ core literacy,it is necessary to implement the optimization strategies of issue-based teaching and learning for life in high school ideology and politics classes.In this paper,through case studies of teaching design,it is firstly argued that a three-step approach is needed in the issue-based teaching and learning classroom,which must be based on students’ lives and identify issues that can stimulate students’ interest and thinking;create issue-based teaching situations based on students’ lives in the classroom,so that students can learn knowledge in the classroom,link knowledge with the realities of life and explore issues more deeply;and carry out life-like activities in which students use their The topics are sublimated through life-like activities in which students apply what they have learned to solve problems in their own lives.In addition,it is necessary to constantly improve the theoretical quality and ability of teachers to carry out issue-based teaching and learning in the classroom;to strengthen the initiative of students to participate in issue-based teaching and learning in the classroom;and to establish a platform for sharing resources on issue-based teaching and learning and a diversified teaching evaluation system to create conditions for carrying out issue-based teaching and learning in the classroom.