Research On The Application Of Topic-based Teaching In High School Ideological And Political Courses

With the promulgation of the "Ideological and Political Curriculum Standards for Ordinary High Schools(2017 Edition,2020 Revision)",the new curriculum standards require the construction of activity-based subject courses and the cultivation of students’ core literacy,and issue-based teaching is a new teaching method that emerged under the background of this reform.The effective use of issue-based teaching can stimulate students’ enthusiasm in classroom inquiry and improve students’ cognitive,critical and critical skills.However,most of the existing research is carried out from the dimensions of topic design and selection,analysis of topic elements and focuses on journals,while there are few targeted and comprehensive literature on the topical teaching practice of high school ideological and political courses.Therefore,this study explores the practical application of topic-based teaching in high school ideological and political courses through questionnaires,interviews and classroom observations.The text unfolds from the following four aspects:The first part mainly interprets the concept and characteristics of issue-based teaching,and analyzes the similar concepts of issue-based teaching,such as problem-based teaching,topic-based teaching and theme-based teaching.It also discusses the theoretical basis of issue-based teaching in terms of constructivist theory,humanistic theory,Tao Xingzhi life education theory and recent development area.In the second part,through questionnaire survey and field investigation,the teachers and students of Grade two high schools in Luoyang and Xuchang are investigated to understand some problems still exist in the application of issue-based teaching.For example,in the preparation stage before "discussion",teachers’ topic design focuses on subject knowledge and few sources of situational materials.In the exploration stage of "discussion" : teachers do not grasp the rhythm of teaching,students do not participate in the discussion degree is high;In the stage of post-discussion evaluation and reflection: teachers’ evaluation lags behind and their reflection consciousness is not strong.On this basis,the causes of the problems are summarized.The third part explores and analyzes the application principles,application links and teaching cases of issue-based teaching in high school ideological and political teaching.Based on the exploration of application principles and application links,the teaching design is explored and analyzed in combination with the third box of the ninth lesson "Cultural Power and cultural Confidence" in high school politics Philosophy and Culture,so as to enhance the practical application effect of problem-oriented teaching and reflect on the teaching design.The fourth part is to solve the problems arising in the application of issue-based teaching in high school ideological and political courses,and propose optimization strategies for each stage of issue-based teaching from the levels of teachers,students and schools.