Teach Philosophy In A Philosophical Way:a Study On Topic Philosophy Teaching In Ideological And Political Teaching In High School

As an ancient discipline,philosophy is synonymous with “love for wisdom”,whose essence is a way of thinking.Philosophy teaching should realize the cultivation of values in the process of guiding students to experience critical,reflective,abstract and innovative thinking.However,in the increasingly utilitarian and practical teaching practice,the philosophy teaching of high school ideological and political courses is faced with the dilemma of “nonphilosophization” caused by the lack of thinking operation process due to factors like intellectualization and superficialization.Philosophy teaching is precisely missing philosophy itself.In view of this,the researchers have conducted research on the optimization of the current situation of philosophy teaching of “teaching philosophy in a philosophical way”,and then put forward the core question: how to teach philosophy in a philosophical way? The breakthrough of this core issue is devoted to solving the dilemma of “non-philosophization” in philosophy teaching to a certain extent,so as to help students experience the process of philosophical thinking and improve their practical thinking ability.Under the guidance of the core concept of “teaching philosophy in a philosophical way,”this study constructs a theoretical and practical practice of topic-based philosophy teaching based on generative construction theory,situational cognition theory,and dialogue teaching theory with topics being the carrier and development of practical thinking ability being the aim.Through the questionnaire survey,this paper analyzes the teachers’ recognition of the optimization of “non-philosophization” as well as the feasibility of cultivating core competencies in the subject through problem-based philosophy teaching.Furthermore,the effectiveness of topic-based philosophy teaching in enhancing students’ practical thinking ability is tested through quasi-experimental research.First of all,by analyzing the current situation of philosophy teaching in high school ideological and political courses,the basic problems existing in philosophy teaching are grasped,with the causes of the problems being found out and the starting point of this research being clarified.Secondly,it demonstrates the shielding of the cultivation of philosophical thinking during the "non philosophical" philosophy teaching in high school ideological and political courses and the causes of it as well,pointing out that “teaching philosophy in a philosophical way” is the basic path of philosophy teaching optimization,and making a theoretical exploration of it.Then,here comes the key part of this study----constructing and demonstrating the theoretical conception of topic-based philosophy teaching.Firstly,the essential connotation of topic-based philosophy teaching is clarified,and the theoretical basis for constructing theoretical concepts is elaborated;Then,the constituent elements,level,operating mechanism,and conditions of topic based philosophy teaching are explained in detail.Afterwards,the core part of this study comes.The practical forms of topicbased philosophy teaching are explored,specifically the basic ideas,implementation processes,design and implementation strategies of topic-based philosophy teaching design.Finally,based on the quasi-experimental research,the rationality and effectiveness of the theoretical construction and practical form of the topic-based philosophy teaching are tested.It is concluded that the topic-based philosophy teaching can effectively cultivate students’ practical thinking ability,which verifies the feasibility and rationality of “teaching philosophy in a philosophical way” to optimize the “non-philosophization” of philosophy teaching.This study is carried out from current situation analysis to path demonstration to theoretical conception to practical exploration and to effect test.The following conclusions are drawn:Firstly,the philosophy teaching of high school ideological and political courses has achieved certain results,but it generally faces the practical dilemma of “non-philosophization”.“Teaching philosophy in a philosophical way” is the basic path to improve the “nonphilosophical” situation of philosophy teaching.Secondly,it clarifies the essential connotation of the topic-based philosophy teaching,that is,the topic-based philosophy teaching of high school ideological and political courses is a teaching process that focuses on the cultivation of practical thinking and follows the basic process of rational argumentation and in-depth dialogue to achieve practical problem-solving.Thirdly,it constructs and demonstrates the theoretical conception of topic-based philosophy teaching.Based on the perspective of mutual restriction between external performance and internal development of teaching practice,it comprehensively expounds the structural elements and levels,occurrence mechanism and conditions of topic-based philosophy teaching.This study believes that the topic-based philosophy teaching is an in-depth discussion carried out by teachers and students focusing on the philosophical text with the help of “topics” of discussion and “discussion” of topics.This process needs to follow the theory of genetic construction,situational cognition theory and dialogue teaching theory;under the systematical guidance of teachers,it is a cognitive process which follows the germinal mechanism of practice focus,critical construction and practical innovation,guides students to go through experiential,scientific,philosophical,and Shangmei level argumentative activities,and gradually cultivate practical thinking abilities under the support of generative conditions such as cognitive conflict,scientific argumentation,value softening,and independent reflection.Fourthly,it explores the practical form of topic-based philosophy teaching.This study adheres to the organic unity of theory and practice,and explores the practical form of topic-based philosophy teaching under the guidance of the theoretical conception of it.The research holds that during the topic-based philosophy teaching in high school ideological and political courses,teachers follow the integrity of teaching aims,the coupling characteristics of content,the multi-field characteristics of process implementation,and the situational adaptability of teaching evaluation to create a target system focusing on practical thinking.Then teachers create a content system that couples issues,problems,situations,and themes while implement the design process of target by discipline,subject knowledge by topic,topic by context,life vein by problem,and problem discussion by serialization.Meanwhile,continuous teaching evaluation is carried out.At the same time,high school ideological and political teachers should adhere to the prepositional teachers’ intensive teaching,focused students’ self-discussion,student mutual discussion by perspective fusion,integrated and expanded teacher-student evaluation,gradually improving students’ practical thinking abilities in an orderly manner.Fifthly,it tests the rationality of the theoretical conception and practical form of topic-based philosophy teaching,and confirms that topicbased philosophy teaching can effectively meet the needs of teachers and is effective in improving the cultivation of students’ practical thinking ability.Finally,the study puts forward the following suggestions.Firstly,treat the topic-based philosophy teaching in a philosophical way;secondly,enhance the philosophical literacy of high school ideological and political course teachers;thirdly,pay attention to the construction of teaching and research communities and academic communities;fourthly,actively promote the integration of philosophy teaching in universities and middle schools.