Research On The Structured Teaching Strategy Of Ideology And Politics In Senior High School

The General High School Ideology and Politics Curriculum Standards(2017Edition Revised 2020)states that it is necessary to "emphasize the subject’s broad concepts as the core,make the course content structured,take the theme as the leader,make the course content contextualized,and promote the implementation of the subject’s core literacy." In the current high school ideology and politics class teaching,there are still problems of superficiality,fragmentation,mechanization,and imbalance between teaching and learning,which have serious impact on the implementation of the requirements of the curriculum and the cultivation of disciplinary core literacy.Some high school ideology and politics teachers only focus on teaching course content without digging deep into the deep knowledge of the subject,which makes it difficult for students to understand and master basic concepts;teaching only according to textbooks,lacking integration and organization ability,making it difficult for students to form a subject knowledge structure;ignoring students’ individual needs and innovative teaching,resulting in students’ lack of interest and participation in learning;suppressing students’ subjectivity,neglecting students’ ability cultivation,and affecting Learning effect.To change these problems,it is necessary to firmly implement the requirements of the standards-both to help teachers understand the concepts mentioned in the standards at the theoretical level and to have corresponding teaching methods and strategies in practice.Based on the subject characteristics of high school ideology and politics classes,this study proposes a structured teaching of high school ideology and politics classes based on knowledge,activities as a path,and cooperation as a means.This study is divided into three parts:In the first part,the concepts related to structured teaching in high school ideology and politics class are explained.Structuring refers to the integration of fragmented and random elements to form a fixed and holistic structure thus producing a continuous and stable function.The structuring of teaching contains both a static knowledge system and a dynamic pedagogical generation.It takes the three aspects of teaching knowledge,teaching content and teaching process as its objects,and enables learners to understand and master the teaching content and achieve the teaching objectives through a teaching process with clear purpose,tight organization and clear behavior.The structured teaching of high school ideology and politics is organized through the trinity of knowledge integration,content design and teaching implementation to achieve teaching objectives and cultivate students’ core literacy in the subject.Structured teaching in high school ideology and politics class consists of three parts: knowledge structuring,content structuring and process structuring.It presents the systematicity of knowledge by integrating the knowledge of ideological and political subjects;carefully creates classroom activities,sets relevant topics,and adopts advanced questions to promote higher-order thinking;uses group activities as the teaching organization form,emphasizes a multi-faceted teaching evaluation system,and highlights the hierarchical nature of teaching activities.The overall structured teaching of high school ideology and politics classes presents the characteristics of systemic,hierarchical,and higher-order.In the second part,the basis for constructing structured teaching strategies for high school ideology and politics classes is explored.Structured teaching in high school ideology and politics classes aims to promote the internalization of knowledge,develop higher-order thinking,optimize classroom teaching,enhance teacher-student interaction,improve teaching effectiveness,and realize deep learning.Structured teaching in high school ideology and politics classes is studied in depth on the basis of disciplinary structure theory,constructivist theory and social structure theory;three principles of wholeness,subjectivity and generativity should be emphasized in implementing structured teaching in high school ideology and politics classes.The third part is to propose specific implementation strategies for the practice of structured teaching in high school ideology and politics classes,which are mainly divided into subject knowledge integration strategies,teaching content design strategies and classroom teaching implementation strategies.Subject knowledge integration strategy: through studying the current textbook of high school ideology and politics,sorting out the teaching contents,fitting the characteristics of the textbook and grasping the key contents;extracting the subject concepts that unify the knowledge contents,establishing the teaching themes that build the cognitive framework and focusing on the core ideas;clarifying the unit teaching,clarifying the subject teaching units,determining the unit teaching objectives,establishing the unit teaching structure and anchoring the subject core literacy.Teaching content design strategy: take issue-based task activities as the learning path,design introductory questions,clarify students’ cognitive starting point,create unit issues,break the constraints of traditional classroom time,combine inside and outside the classroom,broaden multiple teaching resources,and focus on students’ thinking cultivation;create complex situations,develop higher-order thinking,adopt real problems,cultivate key abilities,rely on advanced problems,enhance discursive colors,and effectively base on students’ The classroom implementation strategiesClassroom teaching implementation strategies: practice the "learner-centered" teaching concept,emphasize the subjectivity of student learning,democratic teacher-student relationship,and democratic teaching process to improve teaching quality;use cooperative learning as a means to construct classroom learning groups,carry out cooperative group learning,improve teachers’ organizational skills,and stimulate teaching vitality;implement multi-faceted teaching evaluation,and develop a multi-faceted teaching strategy;Implementing multi-faceted teaching evaluation,forming an evaluation system,and fully implementing the new requirements of curriculum reform.