Research On The Issue-based Teaching Of High School Politics Based On Deep Learning

In the era of knowledge economy,key competencies has increasingly become the main foundation and wind vane of education reform.With the deepening of the curriculum reform of basic education,the Ministry of education put forward the research and development of "deep learning" project,which aims to implement students’ key competencies.Subsequently,the 2017 edition of the new curriculum standard advocated front-line teachers to use issue-based teaching.Issue-based teaching conforms to the needs of the development of the times and pays more attention to the implementation of students’ subject status and key competencies.The learning to achieve competence must be in deep learning.It can be seen that the two have something in common.They are committed to cultivating key competencies.Through the research literature,it is found that there are few research and implementation of issue-based teaching led by deep learning.Therefore,this paper takes this opportunity to connect deep learning with issue-based teaching,explore the path of issue-based teaching,make deep learning a reality,and hope to provide ideas for the research and development of issue-based teaching.This paper is different from other scholars’ research on the application of issuebased teaching only: Based on the concept of in deep learning,this paper focuses on exploring issue-based teaching under the new curriculum reform from the four dimensions of teaching subject,teaching process,teaching environment and teaching evaluation,so as to provide detailed methodological reference for front-line teachers.From the specific implementation of the current issue based teaching of politics in senior high school,although it has achieved good results,at the same time,it has not fully met the advanced teaching ideas advocated by the new curriculum standard,which is mainly reflected in the low enthusiasm of teaching subjects,the lack of profundity of teaching process,the poor coordination of teaching environment and the weak scientificity of teaching evaluation.The main reasons are: some teachers and students’ conceptual ability does not keep pace with the times,the teaching process is easy to become a mere formality,the lack of condition guarantee and support of the environment,and the imperfect teaching evaluation mechanism.In view of the above problems,the paper puts forward corresponding countermeasures and suggestions from four aspects by studying literature,questionnaire survey,interviewing front-line teachers and summarizing teaching experience.First,build a learning community between teachers and students to improve their awareness and ability;Secondly,adjust and optimize the topic based teaching process to lead the depth of learning;Moreover,provide a solid teaching environment and help the topic based teaching classroom;Finally,innovate and implement the teaching evaluation mechanism and focus on the development of students’ subject core literacy.Due to my limited knowledge,theoretical level and practical experience,and insufficient survey samples,the overall exploration idea of the paper is not mature enough.At the same time,this research field covers a wide range,and I have only studied a small part of it.It is hoped that more and more scholars will pay attention to and study the commonalities and combinations between in deep learning and issue-based teaching in the future.I will also continue to improve my level in my future study and keep myself in the reflection and practice stage of teaching,so as to better promote in deep learning through issue-based teaching and serve education and teaching.