Research On The Application Of Historical Context In The Teaching Of Philosophical Principles Of Politics In Senior High School

High school ideological and political course shoulders the educational mission of Building Morality and cultivating people.It is a course with the characteristics of the unity of politics and academic rationality,theory and practice,value and knowledge.This requires high school political teachers not only to find ways to make students learn theory well and implement practice,but also to cultivate students’ correct ideology and three outlooks.However,in terms of the current situation of political teaching in senior high school,most students still know a little about what is Marxism,why Marxism is scientific,why Marxism is the guiding ideology of our country,and how Marxism is founded and developed through three years of political course learning.Therefore,how to effectively integrate Marxism into high school ideological and political teaching is a problem worthy of high school political teachers’ reflection.This paper discusses the effective integration of historical context with the theme of the application of historical context in the teaching of high school political philosophy principles.Historical context refers to the teaching method that restores the historical process of Marx’s creation of dialectical materialism and historical materialism,including the life of Marx and Engels The development history of Marxist philosophy and so on.The reason why we emphasize the use of historical context in the tutoring of course in philosophical is that,on the one hand,Marxist philosophy is the theoretical source of the content of philosophical principles in the compulsory course 4 philosophy and culture.There is a vivid and readable meaning of academic history behind Marxist philosophical principles.It is necessary for students to understand the development history of Marxist philosophy,It is necessary to know how Marx and Engels founded dialectical materialism and historical materialism.Therefore,it is necessary to use historical context in the teaching of philosophical principles.The use of historical context can not only improve the theoretical depth and theoretical literacy of teachers and students,but also help teachers and students grasp the law of social and historical development from a higher position and a broader perspective.Taking "the current situation of the application of historical context in the teaching of philosophy principles in senior high school politics" as the theme and taking some middle school teachers and students in Guangzhou as the object of questionnaire survey,we understand that there are some problems in the application of historical context in the teaching of philosophy principles,such as teachers’ superficial use of historical context,failure to give full play to the application value of historical context,students’ indifference to the application of historical context and so on,On the basis of analysis,the primary causes on these problems are that some teachers’ theoretical foundation is not solid,the development of historical context resources is difficult,and they are affected by exam oriented education and school atmosphere.On the basis of the consequences of the questionnaire,this paper analyzes the strategy of using historical context in the teaching of the principles of political philosophy in senior high schools.First,it emphasizes that we should follow certain specific principles to ensure the scientific use of historical context.Second,construct the historical context of dialectical materialism,epistemology and historical materialism according to the chapters of the textbook,so as to systematically use the historical context.Thirdly,from the angle of model of instruction,we adopt philology teaching mode,topic teaching mode and situational teaching mode to flexibly use the historical context.Fourth,from the perspective of teachers,school-based teaching materials and student evaluation mechanism,we can clarify the operabilities of historical context by strengthening teachers’ historical theory training,developing "philosophy history" school-based teaching materials and implementing multi-directional student evaluation mechanism.Finally,take the "essence of social history" in the first box of lesson 5 as a case for teaching design,and give a specific lesson example analysis,so as to provide a feasible scheme and give some reference for teachers to use the historical context.