New Teaching Course Reform: A Research On The Probe Applied In Ideology And Politics Teaching In Senior Middle Schools

Paying too much attention to passive learning, drilling and reciting in the traditional teaching method of ideology and politics, the students are lack of the spirit of creativity and the ability of practice. And they are slow at discovering and solving practical problems. Aiming at changing the above situation, the New Teaching Course Reform lays special stress on the creativity and practical ability of the students. This paper tries to give us a probe model both theoretically and practically in order to achieve the goals of the New Teaching Course Reform. This paper is made of five parts:Part 1: New Teaching Course Reform and the Traditional Ideology and Politics Teaching in Senior Middle Schools. This Part mainly aims at looking back and summarizing the present situation of ideology and politics teaching as well as its disadvantages. The Summary of the New Teaching Course Reform. Relating disadvantage of the traditional teaching method of ideology and politics its aims and teaching demands, the unity of the New Teaching Course Standard, its reform and probe model.Part 2: The teaching theory of Probe model. Expounding its characters and substance especially substance.Part 3: The theory basis of probe model in senior ideology and politics teaching. The theory is based on J.piaget, Brunner, Lev semionvich voqostky.Part 4: The Probe model of senior ideology and politics. Expounding the relation between the teaching theories and the teaching methods, the teaching methods and its characters.Part 5: Practising the probe model in senior ideology and politics teaching—themain parts. The teaching processes are made of five steps: Raising the problem → Active-probing the problem → Students and teacher solving the problem together → Self-questioning the problem. Each part is specially expounded on some ways.