| The "Standards for Ideological and Political Courses in Ordinary High Schools(2017 Edition,2020 Revision)" clearly points out that the key to implementing the fundamental task of cultivating morality and cultivating people lies in opening high school ideological and political courses.High school ideological and political courses have a strong theoretical and ideological nature,and under the background of the new curriculum reform and new college entrance examination,it is necessary to abandon the shortcomings of traditional high school ideological and political teaching classrooms,constantly update teaching concepts,and innovate teaching methods to cultivate students’ core literacy in the subject.Many high school ideological and political teachers have continuously explored teaching methods in classroom practice,and the "one case to the end" teaching method has been favored by the majority of high school ideological and political teachers in the process of exploration.As a special form of case teaching method,the "one case to the end" teaching method plays a very important role in cultivating students’ core literacy due to its unique characteristics,among which the problem design in the "one case to the end" teaching is the key link to improve the teaching effect.Therefore,starting from the author’s own teaching practice,this paper adopts the literature research method,questionnaire survey method,case analysis method,classroom observation method and interview method to study the problem design in the teaching of "one case to the end" in high school ideological and political courses,which is divided into four parts.The first part is an introduction,which mainly explains the background and significance of the study,the current status of the research,the research methods and the innovation of the research,so as to explain the feasibility of this study.The second part is the relevant theoretical elaboration,which is the basis for the full-text study.The concepts of "one case to the end" teaching method,problem design,and problem design in the "one case to the end" teaching of high school ideological and political courses are explained,and the importance of problem design in the teaching of "one case to the end" in high school ideological and political courses is explained,so as to lay a certain theoretical foundation for analyzing and solving the problems existing in the problem design in the "one case to the end" teaching of high school ideological and political courses.The third part is the analysis of the current situation and causes.Through the case analysis method,questionnaire survey method,classroom observation method and interview method,the current situation of problem design in the teaching of "one case to the end" in high school ideological and political courses is analyzed,and it has achieved certain results in the aspects of teachers’ attention to problem design,teachers’ attention to problem context and problem design type,but there are also problems in four aspects:problem situation,question design,presupposition of students’ answers and presupposition of evaluation summary,while high school ideological and political teachers have a view of "one case to the end" The lack of understanding and ability of problem design,the insufficient awareness and ability of high school students to explore problems,and the lack of discussion atmosphere for problem design in "case to case" teaching are all important reasons for their problems.The fourth part is optimization strategies,which is the focus of the full-text study.This part mainly puts forward targeted countermeasures from three dimensions: teachers,students and schools: first,strengthen research to enhance the understanding,ability and skills of high school ideological and political teachers;Secondly,it is necessary to strengthen guidance and enhance students’ awareness and ability to explore problems;Finally,it is necessary to innovate the school concept and create a school atmosphere conducive to problem design. |
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