Research On The Current Situation And Enhancement Measures Of The Affinity Of High School Ideological And Political Course Teachers

General Secretary Xi Jinping pointed out that "to promote the reform and innovation of ideological and political theory course,we must continue to enhance the ideological,theoretical and affinity and relevance of the ideological and political course." The affinity of the ideological and political course is the joint composition of the affinity of the elements within the system,in which many elements,the educator is the main body of implementation,plays the role of linkage and regulation of other elements,is the most fundamental dynamic element.To enhance the affinity of the teachers of Civics and Political Science class to enhance the overall affinity of Civics and Political Science class is of key significance,but also to improve the effectiveness of Civics and Political Science class prerequisite and foundation.If you are close to the teacher,you can trust the teacher.To enhance the affinity of teachers in high school Civics class to implement the fundamental purpose of moral education,under the guidance of scientific educational philosophy,through theoretical connotation,show teaching ability,enhance emotional expression and play personality charm to close the distance between teachers and students.At the same time,according to the theory of intersubjectivity,as the subject of learning,the educated should also give full play to their subjective initiative,show their affinity,the educator’s affinity to respond in a timely manner,play a good synergistic role,in high school ideology and politics class educator subject and the educated subject to establish a two-way convergence,and then establish a harmonious teacher-student relationship,for the cultivation of In the specific research,this study will be conducted in the following five aspects:The first part is the introduction.Firstly,the reason of this study is clarified based on the needs of the times and the reality,and the significance of the study is proposed from both theoretical and practical perspectives.Secondly,a review of domestic and international literature is conducted and the current status of research is reviewed.Finally,the overall research idea is mapped out and the research method,research focus and innovation points are clarified.The second part focuses on the theoretical analysis of the affinity of high school ideology and politics teachers.First,the concepts related to teacher affinity in high school Civics class are analyzed in layers.Starting mainly from the conceptual analysis of affinity,teacher affinity,and high school Civics and Politics class teacher affinity,the definition of high school Civics and Politics class teacher affinity is outlined in a stepwise manner.Next,the qualities and constitutive elements of teacher affinity in high school Civics and Political Science classes are explored.First,through comparison,the unique qualities of high school teachers are explored in comparison with teachers of other subjects in high school and with teachers of other sections of ideology and politics,and then the constituent elements are explored in terms of constituent elements,elemental relationships,and structural levels to construct the affinity of high school teachers of ideology and politics.The third part explores the theoretical basis and influencing factors for the enhancement of high school ideology and politics teachers’ affinity.First,the theoretical basis for enhancing the affinity of high school ideology and politics teachers is explored,including classical Marxist writers’ discourse on affinity for ideological and political work,the Communist Party of China’s discourse on affinity for ideological and political work,affinity education theory and emotional-emotional theory,as a theoretical support to achieve justification.Secondly,the factors influencing the enhancement of affinity are discussed in three aspects based on the generation mechanism: external factors of the environment,teachers’ own factors,and students’ factors.The fourth part investigates and analyzes the current situation of teachers’ affinity in high school ideology and politics classes.The current situation of affinity of front-line high school Civics teachers is investigated by means of empirical surveys,student questionnaires,offline interviews with teachers,and classroom observations.The positive trends and problems of the affinity of high school Civics teachers are analyzed based on real data,followed by in-depth attribution and directions for improving countermeasures.The fifth part elaborates on the countermeasures to improve the affinity of high school ideology and politics teachers.The main focus is on how to improve the affinity of teachers in high school ideology and politics classes in light of the current problems and their attributions.In the report of the 20 th CPC National Congress,it is proposed to "improve the school-family-society collaborative education mechanism",which fully demonstrates that running a good education is a collaborative effort of all parties.In this paper,we discuss how to improve the affinity of teachers to implement the goal of moral education,which is a comprehensive "project" that requires the concerted efforts of school,family,and society,and thus propose corresponding measures to improve the family,school,society,and teachers in multiple dimensions,with the focus on teachers themselves.