Research On The Teaching Design Of High School Ideological And Political Course From The Perspective Of Activity-based Subject Curriculum

The proposal of the core literacy of the subject is a major change in the classroom from ’knowledge-based ’ to ’ student-based ’.The " Ideological and Political Curriculum Standards for Senior High Schools(2017 Edition)" promulgated by the Ministry of Education proposes for the first time to construct an " Activity-based Subject Curriculum " with the core literacy of ideological and political disciplines as the curriculum goal.This new concept points out the direction for the reform of ideological and political courses in senior high schools and guides major changes in the teaching practice of ideological and political courses.The key to curriculum implementation lies in teaching,and teaching design is the key link between teaching theory and practice.The improvement and optimization of the teaching design of high school ideological and political courses from the perspective of the activity-based subject curriculum is the realistic requirement and inevitable choice to implement this new concept.At present,with the advancement of the new curriculum reform and the comprehensive popularization of the unified textbooks,more and more front-line teachers have made useful attempts on the teaching design of the activity-based subject curriculum,and have made some new progress and encountered a series of problems.For example,many teachers are difficult to understand the real connotation of the activity-based subject curriculum,and have doubts about the design of the activity-based classroom.Therefore,in order to implement the new form of activity-based subject curriculum into teaching design,we must solve the confusion of teachers and explore the construction of activity-based classroom from the perspective of teaching design,so as to improve the ability of teachers ’ teaching design and promote the transformation of students ’ learning methods.This paper adheres to the concept of problem-oriented and applied research,adheres to the Marxist view of practice and the theory of all-round development of human beings,the constructivist view of learning,and the optimization theory of teaching process as the basis,and comprehensively uses a variety of research methods to study the activity-based subject curriculum and the teaching design of high school ideological and political courses from the perspective.Through the questionnaire survey of some teachers and students in senior high schools in Guangdong Province,it is found that there are still three shortcomings in the current teaching design level.They are : the core literacy of the teaching objectives is unclear;the integration of activity form and subject content is not good;the subject and basis of teaching evaluation are relatively single.In view of the above problems,this paper analyzes the causes from three dimensions : teachers,students and external factors.On this basis,it systematically expounds the specific requirements of the three links of teaching goal design,teaching implementation design and teaching evaluation design of high school ideological and political courses from the perspective of activity-based subject curriculum.Based on the division basis,the activity types of activity-based subject courses are divided into four types : situational experience type,issue inquiry type,viewpoint discrimination type and social practice type.According to the focus of each type of activity,the teaching implementation design requirements are elaborated respectively,and the teaching design examples based on theoretical elaboration are constructed.The purpose of this paper is to promote the construction of a new teaching design model of activity-based subject courses with real situation,effective issues,emphasis on speculation and flexible learning,and to provide some reference for front-line ideological and political teachers and ideological and political educators.