High School Ideological And Political Teaching To Foster Students' Self-monitoring Capabilities To Explore

This paper mainly deals with the problem of how to apply and improve the ability of student's self-monitoring ability in high school ideology and politics class, which plays an important role in the classroom study and the process of socialization. Thus developing this ability is not only an urgent demand during the reformation of ideology and politics class curriculum, but also the necessary choice of the students'continual lifetime development. Metacognition has provided the theoretical base for the cultivation of the monitoring ability. The author of this paper has made a survey by questionnaire among over 200 students in the first year of senior high and find that they have showed this ability in some degree, but not so satisfying. Based on this, the paper discusses the problem of developing and improving self-monitoring mainly in the teaching process itself and also in the teaching in and out of class. The author writes in the paper that the formation of students'monitoring ability is affected by lots of elements. Objectively, it is mainly affected by their teachers, classmates, and the atmosphere of the class in the school aspect, and is influenced a lot by the family and society too. From the subjective view, it was also affected by one's motivation, attribution and the sense of one's self-effectiveness. The paper discusses in details about how these elements have an influence on the students'self-monitoring ability in the high school ideology and politics class. At the same time, the author thinks that in order to fully develop and improve this ability, teachers should improve the recognition of this ability among students, to stimulate and cultivate the motivation which is long-lasting and stable, to guide students to set their goals and make plans, and to encourage students to carry them out. Meanwhile, teachers should also help students adjust their goals and plans to the actual situations and bring their students to a self-learning, cooperative, opening and democratic class atmosphere. What's more, letting students share their experience of self-monitoring in class as well as rethink their problem solving process by"thinking aloud"is also beneficial to the application and improvement of the ability. Finally, in this process teachers should pay attention to three kinds of relationship: the relation between self-monitoring and monitoring from others, between the whole class and the individuality, and between the students'and also the teachers'self-monitoring.