Research On The Teaching Design Of Large Unit Of Ideological And Political Course In Senior High School

New teaching materials,new curriculum standards,new college entrance examinations,and the promotion of the implementation of the core literacy of the discipline,so it is very important to complete the fundamental task of moral education.The ’ big unit ’ of ideological and political discipline in senior high school adheres to the principle of student-oriented,faces the development of students ’ core literacy,and conforms to the objective law of students ’ cognitive development.The big unit,that is,the organic unity of theoretical logic,life logic and thinking cognitive logic,is a big unit of learning.Establishing a high school ideological and political content system and allowing students to master correct political concepts can lay a good foundation for them to learn ideological and political disciplines in high school.At present,the new curriculum reform is booming.The ’ ordinary high school ideological and political curriculum standards ’ put forward new requirements in line with the actual situation of ideological and political teaching in schools,with special emphasis on cultivating high school students ’ logical thinking and practical innovation ability.This shows that it is of great significance for teachers to extract the concept of high school ideological and political unit in teaching practice,so as to construct the unit knowledge system.At present,the teaching design of the large unit of high school ideological and political education generally presents a good situation.However,there are still various problems : in the teaching environment,the educational management units,schools,teachers,students and other subjects lack consensus on the ideological level of large unit teaching design.Teachers are affected by many factors,which leads to the lack of ability of large unit teaching design.Large unit teaching in daily teaching has become the burden of teachers.Large unit teaching design is a mere formality and lacks scientificity.From the perspective of teaching content,the teaching content of large units is numerous and jumbled,and the gradient is not strong;the generalization and alienation of teaching objectives,advanced is not strong;teaching evaluation is only knowledge theory and comprehensive is not strong;the source of situational materials in teaching activities is simple and the life is not strong.The reason is that the definition of the big concept is not clear enough,which leads to the lack of effective integration of the content and the separation from the core literacy of the discipline,resulting in the lack of effective cohesion of the goal and the inconsistency of the big unit ’ teaching evaluation ’,resulting in the observability of the evaluation.