The Restructuring Of The Teaching System Of The Philosophic Common Sense In Senior High School

Successful teaching rests with that the object of teaching—students— can achieve an integrated knowledge structure and form the ability of assimilating related information. So does philosophic common sense teaching in senior high schools. Whether and what teaching system political can build up is of vital significance in teaching effects.Systematic ressarch in the teaching system of senior philosophical lessons is rare among theorists except for some odd discussions among textbook editors. According to their respective expeence and understanding in diversity some political teachers, has made a try in this subject. In this paper, some efforts are made to set up a systematic teaching system in senior philosophy.The paper is divided into three parts. Part one elaborates the necessity of restructuring the teaching system of senior philosophic common sense. Theory learning requires mastering the theoretical system scientifically; many educational theory recterates that knowledge structure is the core of knowledge, and competence; the problems existing in teaching are expected to be solved through restructuring the teaching system.Part Two elaborates the relationship between current and traditional Marxist theoretical system and old teaching system. Marxist philosophy is the theoretic source of new textbook, and they develop from the old teaching system. But the latter is always influencing the former as stereotype. The newteaching system should break it through and seek creativity.Part Three elaborates the general way of restructuring the teaching system. On the basis of careful analysis of current textbooks and adoption of the latest research findings, the paper makes clear the way to restructure the teaching system The unity of world outlook and methodology is the frame of the teaching system; the world outlook, values, life outlook are the main line to form different levels of the structure; theory of practice is the basis of the system; the subjective activity is the cutting point of the system; Complex relations is illustrated simply. All these provide teachers and students with a teaching system which is both rational and perceptual.