Research On The Problems And Optimization Countermeasures Of Situational Teaching Method In The Ideological And Political Course Of Senior High School

Situational teaching method is a teaching method that organically integrates science and art.It refers to a teaching method that,under the guidance of certain educational ideas,stimulates students’ independent thinking ability,learning interest,and positive emotions,realizes students’ perception,understanding,and deepening of knowledge,based on the characteristics and content of the subject,and creates teaching scenes and classroom atmosphere as the means.The New Curriculum Standards for High School Ideological and Political Education and the Evaluation System for the College Entrance Examination both use situational interpretation as the measurement standard for students’ knowledge level,and the ability to create situations as the measurement indicator for teachers’ teaching level.Emphasizing that teachers promote students to change their learning methods through the creation of problem situations,encourage students to actively participate in teaching activities through cooperation and inquiry learning,cultivate innovative spirit,and improve their thinking and practical abilities.Therefore,under the challenge of the new curriculum standards and new textbooks,conducting research on the problems and optimization strategies of situational teaching method in high school ideological and political courses is conducive to highly integrating situational teaching method with high school ideological and political courses,further improving teaching effectiveness,and has special significance in promoting students’ ideological and political education.Situational teaching method is based on Marxist epistemology,constructivist learning theory,and situational cognition theory.It has the basic characteristics of truth,reality,vividness,and inspiration.Its roots in high school ideological and political lessons are conducive to stimulating students’ interest,improving teachers’ teaching ability,and improving classroom efficiency.On the basis of consulting materials and combining my own teaching practice experience,the author adopted a questionnaire survey and interviews,with a high school in Liuzhou as the survey scope.Through a questionnaire survey of students and interviews with ideological and political course teachers,the author believes that the application of situational teaching method in high school ideological and political courses is quite effective,and teachers and students have a high degree of recognition of situational teaching method.However,there are still weak situational inspiration in teaching practice The problem setting is too single,the interactivity is insufficient,the participation is not high,and the selection of materials lacks timeliness.These problems may be due to the negative effects of the exam "relay race" and "college entrance exam relay race",the constraints of teachers’ teaching ability,and the insufficient attention paid by students to ideological and political courses.Based on the above issues,the teaching of high school ideological and political courses should start from the following aspects to enhance the effectiveness of situational teaching methods: firstly,ideological and political teachers should enhance their own situational teaching skills,deepen their understanding of situational teaching theory,strengthen teaching summary and reflection,combine current political news,and highlight the characteristics of the subject;Secondly,ideological and political teachers should strengthen students’ cooperation in situational teaching methods by organizing teaching content,adapting to students’ actual life,creating a relaxed atmosphere,and organizing group activities;Finally,ideological and political teachers should pay attention to the application of modern educational technology,advocate the integration of local resources,appropriately extend the classroom,leverage technological advantages,and stimulate learning interest.