Research On The Affinity Of Teaching Discourse In High School Ideological And Political Courses

At the National Conference on Ideological and Political Work in Colleges and Universities,General Secretary Xi Jinping proposed that classroom teaching should be used as the main channel,that ideological and political theory classes should be strengthened in the course of improvement,and that the affinity and relevance of ideological and political education should be enhanced to meet the needs and expectations of students’ growth and development,emphasising the importance of the affinity of ideological and political education.Since then,academics have paid attention to the affinity of ideological and political science classes and their teachers and have developed a wealth of research findings.This shows the key role of "affinity" in the implementation of the fundamental task of "educating people with moral values" in high school ideological and political courses.In the whole process of teaching high school ideological and political courses,discourse as a medium for teachers to "teach" and students to "learn",is an important carrier for teachers and students to transfer knowledge,ideas,values and emotions,etc.From the perspective of discourse,to explore the teaching discourse of high school ideological and political courses,it is of great significance to strengthen the affinity of high school ideological and political course and even the effectiveness of high school ideological and political courses.This study is a study of the discourse affinity of teaching and learning in high school ideological and political courses by considering "discourse" as an entry point.Firstly,it outlines the background and significance of the research on the discourse affinity of teaching in senior secondary thought and politics classes,and at the same time collates the current situation of domestic and international research in the relevant fields,introduces the research ideas and research methods,and summarises the innovations and shortcomings of this study.In this study,the concepts involved in this study are analysed and defined,and the characteristics and components of discourse affinity in high school ideological and political courses are explained and summarised,and the educational value of discourse affinity in high school ideological and political courses is outlined;again,the rationale of discourse affinity in high school ideological and political courses is explored,i.e.the premise and basis of discourse affinity,and the theoretical basis of discourse affinity in high school ideological and political course is summarised,and its principles and ways of generation are analysed;lastly,the study of discourse affinity in high school ideological and political courses is analysed.Finally,through interviews and questionnaire surveys with high school students and teachers of high school ideological and political courses,it is found that although the enhancement of discourse affinity in high school ideological and political courses has achieved certain results,there are still some practical problems that need to be paid attention to,mainly from discourse subject affinity,discourse content affinity,discourse context affinity,discourse way affinity problems involved in each of the categories and analysis and put forward the corresponding The problems involved in teaching discourse affinity in high school ideological and political courses are categorized and analyzed,and corresponding strategies are proposed to improve discourse affinity.