Research On The Application Of Program-driven Teaching Method In Deep Learning Of High School Ideological And Political Courses

With the continuous advancement of the new curriculum reform of quality education,in order to achieve the goal of connotative development of education,the General High School Ideological and Political Curriculum Standards(2017 Edition 2020 Revision)emphasizes the need to focus on core competencies and improving teaching methods and learning methods.One of the main points to improve the core competencies is the cultivation of key abilities,especially the problem solving ability and the transfer application ability.Students are required to change the shallow learning state of mechanical memory and learn to combine the knowledge of ideological and political courses to deal with social reality in order to achieve the goal of deep learning.As a teaching method connecting textbook knowledge and practical activities,problem-driven teaching method guides students to conduct in-depth exploration step by step through core knowledge constructing,real problem situation creating and challenging problem driving.It also combines exam-oriented education with self-ability development,which is accord with the core idea of the new curriculum reform.Therefore,it is of practical significance to explore and apply problem-driven teaching method to promote deep learning of high school ideological and political courses.Problem-driven teaching method requires teachers to reintegrate textbook content in the form of "questions",make classroom teaching a process of constantly discovering,raising,researching and answering questions.At the same time,it deepens the understanding,recognition,internalization and application of middle school students’ ideological and political theory knowledge.So that when facing new problems,they can choose cognitive strategies through higher-order thinking abilities such as criticism,analysis and synthesis.However,problems such as ignoring the subject’s emotional experience,setting single question types,lack of interactivity in question creating and lack of relevance in question evaluation exist in real class,leading to the lack of deep emotional identification of students and the inability to conduct deep thinking and deep inquiring.So it is difficult to effectively play the teaching effect of problem-driven teaching method in promoting deep learning.At the request of deep learning of high school ideological and political courses,after the concept definition,theoretical exploration,implementation necessity and feasibility analysis of problem-driven teaching method,this article aims at the problems found in questionnaire survey and classroom observation combined with the reasons for the existence of students,teachers and schools.The following four optimizing strategies are proposed to improve the promoting effect of problem-driven teaching method on the deep learning of high school ideological and political courses.First,deepen the depth of subject’s experience oriented by the core competencies of high school ideological and political discipline.Second,deepen the depth of multi-type problem-oriented high school ideological and political teaching methods.Third,deepen the depth of the interactive cooperation-oriented high school ideological and political courses’ problem solving method.Fourth,deepen the depth of the process-oriented teaching evaluation method of high school ideological and political courses.In addition,the content of the first lesson of the first unit of the required module 3,Politics and Rule of Law,is selected,to design the teaching cases for two common types of new lectures and recitations,which provides practical reference ideas for the development of problem-driven teaching methods.