Research On Topic Design Of Ideological And Political Course In Senior High School

At the 20 th Congress of the Communist Party of China,General Secretary Xi Jinping argued that it was important to "comprehensively implement the Party’s education policy,implement the fundamental task of establishing moral education,and cultivate socialist successors who are well-rounded in moral,intellectual,physical,social and aesthetic development".Based on this,the programme "Opinions on Further Strengthening the Construction of Civic and Political Science Classes in Primary and Secondary Schools in the New Era" followed.This programme said that the key role of ideological and political science classes in establishing moral education should be realised through new teaching methods such as issue-based teaching.The issue-based teaching method was also mentioned in the previous programme of the General High School Ideology and Politics Curriculum Standards(2017 Edition)Revised 2020(hereafter referred to as the new curriculum).In issue-based teaching,choosing a good issue is the first and key aspect,and issue design is crucial to promoting issue-based teaching.In preparing this thesis,the author analyzed and organized many domestic and foreign materials on issue design.In the first chapter,the meaning of issues is explained,four classifications of issues are made,This paper expounds the theoretical basis of topic design,and finally explains the importance of topic design,setting the stage for the writing that follows.In the section on Chapter 2a,a survey using questionnaires to high schools revealed the achievements of issue design,but there are still problems: issue design is not implemented,classroom tolerance is unreasonable,issues cannot be discussed,value is not high,there is logic,and evaluation criteria are lacking.There are many reasons for these problems,mainly: teachers are not competent in issue design;there are too few classes in ideology and politics and teachers are overburdened;they are influenced by traditional teachers’ teaching and students’ learning habits;and schools organize few opportunities for teachers’ training in issue design.According to the above,the third part of the paper,from the aspects of teachers,students and schools,proposes strategies that have an optimal effect on issue design.In terms of the leading role of teachers,issue design should be based on the textbook and the new curriculum;effectively control the relationship between openness and orientation;repeatedly push the logic of the issue;based on the times and look into the future;point to the issue context and activities;and recommend " The Great Civics Course".From the perspective of respecting students’ "main" position,we should design topics from the perspective of multiple protagonists;based on students’ "nearest development zone",close to students’ life reality;give enough space for "discussion",and promote students’ personal development.The school has to play an important role in the development of students’ personalities.Finally,schools should play the function of "support",implement issue design,organize training and learning on issue design,change the evaluation criteria,improve the evaluation system of issue design,and develop a way for teachers to discuss with each other and share resources.We also take the teaching design of the textbook "Socialism with Chinese characteristics Entering a New Era" as an example to illustrate the steps and strategies of problem design.