Research On The Optimization Of The "one Case To The End" Teaching Method In High School Ideological And Political Course

According to the 2020 revision of Ideological and Political Curriculum Standards for Senior High Schools(2017 edition)issued by the Ministry of Education,it is necessary to respect the law of students’ physical and mental development and improve the teaching methods to construct activity-oriented courses dominated by cultivating the core accomplishment of ideological and political subjects.Secondly,the symposium for teachers of ideological and political theory courses in schools emphasizes the importance of enlightening education,guiding students to find problems,analyze problems and think about problems,so that students can naturally draw conclusions through continuous inspiration.As a comprehensive and activity-oriented subject course,the application of the "case to the end" teaching method is beneficial to the construction of discipline logic and practical logic,which can connect theory with students’ life.Through literature analysis,"case to end" teaching method is a teaching method that selects,ADAPTS and integrates a case according to the internal logic and systematization of knowledge,makes the case run through the class,and guides students to think and explore by creating a problem situation."One case to the end" teaching method has the advantages of promoting classroom teaching efficiency,promoting professional development of teachers,improving students’ comprehensive learning ability and so on,which makes it increasingly used in high school ideological and political classes.In the investigation of the current situation of the application of "one case to the end" in high school ideological and political courses,it is found that the problems of case formalism,problem chain logic and the reversal of the primary and secondary of the case and teaching content in the actual application process need to be improved.In order to optimize the "case to end teaching method" of high school ideological and political courses,the paper analyzes the reasons from three perspectives: case resources,teachers’ control ability and students’ learning ability,and puts forward optimization suggestions from three aspects: integration of case resources,optimization of teaching links and emphasis on teaching evaluation.