Research On The Generative Resources Of Ideological And Political Course In Senior High School

The General High School Ideology and Politics Curriculum Standards(2017 Edition Revised 2020)states that "the high school ideology and politics curriculum is a key curriculum for implementing the fundamental task of establishing moral education and building an activity-based subject curriculum led by cultivating core literacy in ideology and politics".This regulation requires that the ideology and politics classroom should rely on certain teaching contexts,through student activities and independent analysis,to seize the "generation" in the teaching process,so as to promote the cultivation of students’ core literacy.At the same time,the implementation of the school-based curriculum suggests that a variety of approaches should be taken to strengthen the construction of curriculum resources,and generative resources are also valued as a dynamic curriculum resource.Since the comprehensive promotion of basic education curriculum reform,many teachers and scholars have begun to study the topic of generative resources and have developed and applied them in actual teaching.Based on this,this paper takes the current situation of the application of generative resources in the high school ideology and politics classroom as a research topic.In the theoretical research level,we grasp the characteristics of generative resources,the meaning and basic principles of their application,and propose countermeasures for the optimization of the application effect of generative resources at the practical level,so as to promote the reform and development of high school ideological and political science teaching.Based on an in-depth study of theories related to generative resources,this paper combines the author’s questionnaire survey and classroom cases in the process of educational internship to propose targeted countermeasures for the effective application of generative resources in high school ideology and politics classrooms.In addition to the introduction,the full text is divided into three parts.The first part is an elaboration of the issues related to generative resources.First,the meaning of "generative" in the general sense and "generative resources",as well as the meaning of generative resources in high school ideological and political science teaching,are analyzed,and the meaning of "generative" is discussed from different perspectives.Secondly,the basic characteristics of generative resources in high school ideology and politics teaching are defined from the perspective of teaching in ideology and politics classes in order to provide a theoretical basis for the practice of generative resources in classroom teaching.Finally,the importance of effective application of generative resources in high school ideology and politics classroom is discussed.The second part is an analysis of the problems and reasons for the application of generative resources in high school ideology and politics classrooms.First,through the analysis of the questionnaire data,the generative resources have made certain achievements in the practical application,but there are still some problems.The problems include teachers’ weak awareness of resource generation,formal resource generation goals,limited content and single path of resource generation.Second,analyzing the causes through the phenomenon,it is not difficult to find that the causes of these problems are not single.From the teachers’ level,some teachers lack generative theory and teaching resourcefulness,and neglect the multiple evaluation of students and effective reflection after class,resulting in the loss of meaningful generative resources;from the students’ level,students’ lack of awareness of generative resources,coupled with the pressure of high school entrance exams and limited learning energy,lead to the low motivation of students to participate in class.The third part,based on the data analysis of the questionnaire,focuses on the countermeasures for the effective application of generative resources in high school ideology and politics classrooms.Five aspects are discussed: changing teaching concepts,clarifying teaching goals,enriching teaching contents,innovating teaching methods,and exploring developmental teaching evaluation,respectively.Firstly,teachers should change the concept of teaching and solidify the theory of resource generation;secondly,teachers should clarify the goal of generative teaching is to promote students’ development and avoid the arbitrariness of teaching;again,capture multiple generative resources and enrich teaching contents.Starting from teaching methods,teachers should enhance their teaching resourcefulness and improve their ability to apply generative resources;finally,after generative teaching,teachers should carry out timely developmental teaching evaluation activities and summarize their reflections.Based on the theories related to generative resources and the review and study of a large amount of literature,this paper conducts a theoretical study on the issues related to generative resources in high school ideology and politics classroom through a questionnaire survey and data analysis on the application status of generative resources in high school ideology and politics classroom based on the General High School Ideology and Politics Curriculum Standards(2017 Edition Revised 2020),which combines generative theory with high school ideology The study combines generative theory with actual classroom teaching of high school ideology and politics,and puts forward practical suggestions for better development and application of generative resources,so as to promote the development of high school ideology and politics classroom teaching.