| "The standard for the general junior high school political science(2017 edition,2020)" clearly defines that the junior high school thought political science division is a comprehensive course of study,and it is an active subject that leads to the development of basic education.With regard to this basic directionality,there is a significant change in the educational method of the thought politics division,including adopting the problem oriented education method.Theme learning leads to the whole learning process by constructing common themes and subthemes,leads to students’ participation motives through accurate learning design and adaptive implementation,thereby acquiring new knowledge in an open and democratic learning environment,gaining growth,and enhancing literacy.It is an important problem that all political political teachers have to think about completing the main mission of the virtuoso by taking advantage of problem type learning in the education of the thought political class of lower secondary school.Based on the research background and achievements at home and abroad,the current research status of topic-based teaching was analyzed,and the progress and shortcomings of topic-based teaching research were pointed out.On this basis,the theory and practice of topic-based teaching in ideological and political courses in high schools were discussed,using theory to guide practice and sublimating theory in practice.The main content is,first of all,to fully grasp the theoretical explanation of topic-based teaching,especially the research results extracted by well-known domestic teachers,and to deeply grasp the basic connotation and main characteristics of topic-based teaching.Secondly,through questionnaire surveys,teacher interviews,and other methods,a front-line survey was conducted on the situation of topic-based teaching in ideological and political courses in secondary schools.From four aspects: students’ classroom participation,teachers’ curriculum cognition,the development and expansion of teaching resources,and the construction of teaching evaluation systems,efforts were made to analyze the problems and causes of topic-based teaching in ideological and political courses of high and middle schools.Third,based on literature research,we draw extensively on relevant practical materials and teaching case designs from domestic teachers,and combine them with our own teaching practices.Taking the lesson "Great Reform and Opening-up" as an operational example,we design and implement topic-based teaching to promote the teaching reform of ideological and political courses in high schools and effectively achieve the teaching effectiveness of ideological and political courses in high schools.Fourthly,based on one’s specific teaching practice,one should carefully reflect after class,further improve and optimize the strategy path,propose preconditions such as mobilizing students’ enthusiasm for participation and enhancing teachers’ cognition in the preparation stage of topic-based teaching,necessary elements such as teaching activity settings and creating life situations in the implementation stage,and important influencing factors such as the construction of a comprehensive evaluation system and the cultivation of teachers’ and students’ evaluation abilities in the evaluation stage,to enhance the quality and effectiveness of topic-based teaching in ideological and political high schools. |
