Research On The Application Of Social Hot Topics In The Topic-oriented Teaching Of High School Ideological And Political Class

Topic-based teaching is an important starting point for transforming the teaching methods of ideological and political courses in high schools and cultivating students’ core literacy in ideological and political disciplines.In recent years,the majority of front-line teachers and ideological and political scholars have made many useful explorations in the theory and practice of issue-based teaching,and have achieved rich results."What to discuss" and "how to discuss" are the primary issues to be clarified in topical teaching design.The epochality and openness are the distinctive characteristics of the teaching content of ideological and political courses,and social hot spots,as the focus of public attention under a certain social background,are the epitome of the problems encountered in the process of social development or the foreshadowing of the future direction of social development.Integrating social hotspots into issue-based teaching can effectively guide students to understand social hotspots in cooperation and inquiry,dialectically analyze hot issues,and propose innovative solutions to social issues,so as to cultivate the core literacy of the discipline.Therefore,exploring the application of social hotspots in issue-based teaching requires the attention of teachers.This paper mainly uses literature research method,questionnaire survey method and key interview method to conduct a survey in Nanchang County A Middle School,Jiangxi Province.This article consists of three main parts:In the first part,the relevant concepts of social hot topics and issue-based teaching are sorted out,the connection and difference between social hotspots and current political hotspots are clarified,and the theoretical basis and necessity of social hotspots in issue-based teaching are clarified.We believe that integrating social hotspots into the topical teaching of high school ideological and political courses is conducive to stimulating students’ interest,enriching teaching content,breaking through teaching difficulties,and improving teaching effectiveness,so as to cultivate students’ core academic literacy.The second part combines questionnaire surveys and key interviews to study the current situation,problems and reasons of the use of social hotspots in the topic-based teaching of high school ideological and political courses in Nanchang County A Middle School.We find that in actual teaching,there are problems such as unclear development goals of social hot spots,repeated development of similar hot resources,insufficient integration of social hotspots and issue-based teaching,single model,and poor results.These problems are mainly caused by the time lag between the emergence of social hot spots and the teaching schedule,the breeding of teaching inertia among some teachers,the heavy teaching tasks,the weak ability of issue-based teaching design,and the lack of attention paid by students to ideological and political courses.The third part explores the countermeasures for improving the application of social hotspots in the topical teaching of high school ideological and political courses from the perspectives of teaching concept,teaching timeliness,teaching design ability,teaching mode and teaching evaluation.First of all,teachers should change traditional teaching concepts and strengthen the pertinence of social hot spot development;Secondly,teachers should continue to pay attention to social hot news and pay attention to the timeliness of topic-based teaching;Third,teachers should improve their ability to design topic-based teaching and promote the deep integration of social hotspots and issue-based teaching;Fourth,teachers should innovate topic-based teaching models and enrich the forms of hot inquiry;Finally,it is necessary to give play to the guiding role of teaching evaluation and mobilize the enthusiasm of teachers and students for teaching and learning.Based on the empirical survey results,this paper is committed to exploring the best integration path of social hotspot and issue-based teaching,aiming to provide new ideas for front-line teachers to carry out issue-based teaching and activate social hotspot resources.