Research On The Problems And Countermeasures Of The Issue Design Of High School Ideological And Political Courses

With the deepening of curriculum reform,high school ideological and political teaching has also changed.The Ideological and Political Curriculum Standards for Senior High Schools(2017 Edition 2020 Revision)(hereinafter referred to as the New Curriculum Standards)puts forward the teaching suggestions of ’ designing activity-based subject courses around topics ’,and lists relevant topics in the teaching tips of each box for teachers ’reference.Issue-based teaching is an important means for schools to implement the fundamental task of moral education in ideological and political disciplines.It is an important carrier for cultivating students ’ core literacy and high-level thinking.Therefore,issue-based teaching is highly praised by academic circles and front-line teachers.As the key and primary link of topic-based teaching,topic design is very important for students ’ knowledge acquisition,ability cultivation,discipline core literacy cultivation and value guidance.This paper starts with the topic design of high school ideological and political courses,and takes the textbook of compulsory three Politics and Rule of Law as an example.Through literature research,questionnaire survey,interview and observation,we can understand the problems and causes of the topic design of high school ideological and political courses,and put forward targeted strategies to optimize the topic design of high school ideological and political courses,and strive to carry out topic-based teaching by designing high-quality topics.And then realize the educational value of high school ideological and political disciplines.In addition to the introduction and conclusion,this paper mainly discusses from the following three aspects :The first part explains the relevant theories of high school ideological and political course topic design.Firstly,the concept of topic design is defined,including three aspects :topic,topic-based teaching and topic design.Secondly,it expounds the principles of the topic design of high school ideological and political courses,including adhering to the unity of academic rationality and leadership,adhering to the unity of openness and integration,adhering to the unity of negotiability and speculation,adhering to the unity of authenticity and practicality,and adhering to the unity of hierarchy and progressiveness.Finally,it sorts out the significance of topic design in high school ideological and political courses,including that topic design is the key to carrying out good topic-based teaching,topic design is the basis for building active disciplines,topic design is the means to change students ’ learning methods,topic design is the starting point for cultivating students ’ core literacy,and topic design is the way to improve teachers ’ professional quality.The second part is to analyze the problems and causes of the design of Politics and Rule of Law in high school ideological and political courses.Since the promulgation of the new curriculum standard,topic-based teaching has been widely promoted and applied,and topic design and topic-based teaching have achieved remarkable results.However,in the process of consulting literature and internship,the author finds that there are still some problems in the topic design of Politics and Rule of Law in high school ideological and political courses,such as the lack of pertinence of some topics,the unreasonable number of some topics,the neglect of hierarchy of some topics,and the lack of speculation of some topics.Through investigation and research,it is found that the main reasons for the problems in the issue design are as follows.For example,the novelty and complexity of the issue affect the issue design,some students ’ learning habits affect the effect of the issue design,the awareness and ability of teachers ’ issue design need to be improved,and some school issue design related training needs to be improved.The third part is to optimize the design strategy of high school ideological and political issues.First,teachers clarify the requirements of topic design,such as the subject as the outline,closely linked to the teaching content;point to literacy and achieve teaching goals;value guidance,highlighting the attributes of moral education;student-oriented,pay attention to student development.Secondly,teachers carefully choose topic materials,such as teachers choose topics from curriculum standards and teaching materials,choose topics from students ’lives,and choose topics from social hot spots.Third,teachers scientifically arrange issue design,such as concise and reasonable general issues,and govern classroom teaching;design sub-topics hierarchically to promote advanced thinking;using modern educational technology,beautifully presented issues.Fourth,teachers pay attention to the evaluation and reflection of topic design,including enriching the evaluation subject of topic design,establishing the evaluation standard of topic design,and improving the topic design in evaluation reflection.Finally,the school helps the topic design landing,such as actively carrying out topic design training activities,guiding teachers to actively participate in topic training and establishing a case resource library for topic design.