Experience Teaching At The High School Ideological And Political Course In The Use Of-to "appreciate The Culture," A Box As An Example

Political clear that the new curriculum standard three-dimensional ideological and politicalcourse teaching objectives established knowledge, abilities, attitudes values, more attention tothe emotional experience and ethical practices. Traditional teaching methods to realize there aresome flaws in the dominant position of students, students’ emotional aspects. Teachers began tonotice that the majority of political issues, and constantly looking for possible solutions. In thiscontext, the experience of teaching is as a new teaching method gradually attention. Experienceteaching in response to the requirements arising from the new curriculum reform, for improvingthe quality of teaching, promote the comprehensive development of students is important. Asthe new curriculum reform are still being explored, the use of experiential teaching ideologicaland political course in high school, there are still a number of weaknesses. The author of thispaper is to apply for a teaching experience of weaknesses raised some insights and ideas.The subject of this paper consists of four parts. The author combines interviews andanalysis of educational lectures during practice, based on the current issues of high schoolcourses using ideological and political experience teaching presence, analyze the reasons,which made senior politics lesson effective use of experiential teaching strategies, and finally,to "appreciate culture "frame problem, for example, shows a design based teaching high schoolpolitical use of experiential teaching.The first part is a general overview of teaching experience. First, clear the "experience","experiential education" concept. Secondly, the characteristics of teaching experience to make adescription of that subject participation, experience, emotion, generative, live sex. Again,proposed the use of ideological and political course of high school teaching experience meaning,expressed in favor of the dominant position of outstanding students, conducive to building aharmonious relationship between teachers and students, help achieve the three goals of ideological and political lessons to improve teaching effectiveness and moral effectiveness.The second part, to the author during the teaching practice of classroom teachers recordedinterviews and lectures, based on analysis of the current use of ideological and political courseof high school teaching experience problems and causes. Among them, the use of the currentideological and political course of high school teaching experience problems exist mainly forthe use of experiential teaching too little or too indiscriminate use of experiential teachingquality is not high; reason can be attributed to subjective reasons and objective reasons andsubjective reasons for the performance of teachers emphasis on experiential education is notenough, do not grasp the depth of understanding and lack of ability to use, due to the constraintsof objective class, the task of teaching and teaching conditions, teaching experience itselfdifficult to implement.The third part is the focus of this article, the main ideological and political course proposedhigh school experience teaching effective use of strategies. First of all, requires great attentionexperiential teaching, improving teachers’ professional qualities. Secondly, teachers in the useof experiential teaching time to follow the general principle that the return to life,student-centered, appropriate, adequate. Thirdly, it is a serious study materials, well-designedexperience steps, namely the creation of scenarios, open to experience, ask questions, to enterthe experience, interactive discussions, experience to experience, summarized, internalizedexperience, application feedback, sublimation experience. Fourth, is to stimulate students toexperience the enthusiasm, experience in the form of flexible use of those type paneldiscussions, role-playing, and analog and extracurricular practice situational type.The fourth part, to "appreciate culture" frame problem, for example, shows the author ofinstructional design based on the use of ideological and political course of high school teachingexperience, and to enhance the practicality of this article and the reference value.