Research On "Sharing-Creation" Topic Teaching In High School Ideological And Political Class

Under the background of the new curriculum reform,the main task of education is to cultivate morality and cultivate people.As the key course to cultivate morality and cultivate people,high school ideological and political courses need to keep up with the trend of The Times and actively explore new teaching modes.The Curriculum Standard of Ideological and Political Course in Ordinary High School(2017 edition)clearly defines the curriculum nature of ideological and political course in high school as "comprehensive and actives-based subject course".The characteristics of "sharing-creation" topic teaching combined with "sharing-creation" teaching and topic teaching in senior high school’s ideological and political courses are an important starting point for constructing activity-based courses,which is conducive to realizing moral cultivation and improving the core quality of senior high school’s ideological and political subjects.By referring to domestic and foreign literature,this study starts from the connotation,importance,characteristics and basic procedures of "sharing-creation" topic teaching.Through investigation and research,this study analyzes the existing problems and reasons in its application,and puts forward corresponding solutions.The "sharing-creation" topic teaching of senior high school ideological and political course is aimed at cultivating students’ core accomplishment of political subject.Through six links of clarifying goals,setting topics,creating situations,skillful dialogue,constructing system and mutual evaluation,students are guided to think,explore,discuss and discriminate through the activities of common learning group,mutual assistance group and students’ teaching and learning.In solving practical problems in the construction of the subject knowledge system,so that the curriculum activity of a teaching model."Sharing-Creation" topic teaching has sufficient theoretical basis,including Maslow’s hierarchy of needs theory,learning pyramid theory,constructivism learning theory,Marxist theory of human comprehensive development and so on."Sharing-Creation" topic teaching is characterized by value leading,open content,process cooperation and knowledge generation.In the application process,it attaches importance to the overall development of students,strengthens the equality and interaction between teachers and students,and enables students to give full play to their subjectivity and initiative in the process of "sharing" and "creation",and promotes the generation of new knowledge and ability.Realize the teaching goal of cultivating the core accomplishment of political discipline.From the practical situation of "sharing-creation" topic teaching,through questionnaire survey,interview,classroom observation,educational practice and other ways,it finds that there are some problems in the practical application of "sharing-creation" topic teaching in high school ideological and political courses.Firstly,in the preparation stage,teachers’ pre-class preparation for "sharing-creation" topic teaching is not systematic and targeted.Students lack initiative and problem orientation in the pre-class preparation of "sharing-creation" topic teaching;The cooperation between teachers and students in the pre-class preparation of "sharing-creativity" topic teaching needs to be improved.Secondly,in the teaching operation stage,teachers attach more importance to "sharing" than "creation".Students lack the ability to apply and transfer knowledge in the teaching process of "sharing-creation".Finally,in the teaching evaluation stage,the "sharing-creation" topic teaching evaluation mechanism is not perfect;"Sharing-Creation" topic teaching evaluation is often ignored;The ability of "sharing-creation" topic teaching evaluation needs to be improved.Through in-depth research,it is found that there are many reasons for the problems in the application of "sharing-creation" topic teaching in high school ideological and political courses.In the pre-class preparation stage,the teaching concept of teachers is old-fashioned,the initiative of students is poor,and the communication between teachers and students before class preparation is insufficient.In the teaching operation stage,teachers pay more attention to the form than the content,and students lack the spirit of active inquiry.In the teaching evaluation stage,teachers do not fully grasp the high school ideological and political course teaching evaluation system,teachers do not fully realize the importance of teaching evaluation,teachers and students lack of teaching evaluation practice and research."Sharing-creation" topic teaching is still a new thing in educational practice,and there are still many problems in practical operation.Based on the analysis of the problems and causes,the paper puts forward the application strategies from three aspects: teaching preparation,teaching operation and teaching evaluation.First,in the pre-class preparation stage.It is necessary to improve the systematic and targeted pre-class preparation of teachers for "sharing-creation" topic teaching,then enhance students’ initiative and orientation in the pre-class preparation of "sharing-creation" topic teaching and improve the cooperation between teachers and students in the pre-class preparation of "sharing-creativity" topic teaching.Second,in the teaching operation stage.It is necessary to promote "creation" by "sharing" in the application of "sharing-creation" topic teaching and also enhance students’ ability to apply and transfer knowledge in the teaching process of "sharing-creation".Thirdly,it is necessary to optimize the teaching evaluation strategy of "sharing-creation",and improve the teaching evaluation mechanism of "sharing-creation",and it is also important to renew teachers’ teaching evaluation concept of "sharing-creation" and improve the teaching evaluation ability of "sharing-creation" topic teaching.Finally,combined with the new curriculum standards and new textbooks.Treating The Great Reform and Opening Up as an example to design the topic teaching case and strive to achieve the combination of theory and practice.