The Study On The Secondary School Dialogue-style Ideological And Political Teaching

All along, the ideological and political course of secondary school is given by means of the traditional "monologue" teaching mode, resulting in the current situation which widely exists in secondary schools:ideological and political teaching is in the monologue status of being instilled and brainwashed by teachers and passively accepted by students. As a consequence, teaching can not achieve the desired effects. This completely differs from the real state of secondary school ideological and political course teaching which should be full of vitalities and happiness. To some extent, it departs from the essential law of ideological and political education and teaching. To change this situation, based on classroom observation, literature review and questionnaires, as well as the researches on the theory of dialogue, I put forward the research areas of secondary school dialogue-style ideological and political course teaching by combining the secondary school ideological and political course teaching and the theory of dialogue. The first part is the outline of secondary school dialogue-style ideological and political course teaching. In this part, I comparatively and comprehensively analyze the true meaning of secondary school dialogue-style ideological and political course teaching from different sights and summarize the main features of it. The second part analyzes the main difficulties of the traditional teaching mode of secondary school ideological and political course teaching, In comparison with traditional mode and dialogue-style mode, the second part shows the value and significance of the dialogue-style ideological and political course teaching. It reveals that the ideological and political course teaching of secondary school from the "monologue" to "dialogue" is the inevitable choice of the times. The third part describes carrying out the dialogue-style teaching misunderstanding and alienation that may arise, and analyzes the reasons. The fourth part proposes specific implementation methods for carrying out secondary school dialogue-style ideological and political course teaching, from such aspects as teacher’s capability, design topics, dialogue participation and teaching environment settings.While dialogue-style teaching in secondary school ideological and political education has a long way to go, it still can not completely replace the traditional "monologue" teaching mode. But dialogue-style teaching appeals to the requirements of the new curriculum reform, which will change the traditional purpose and methods of teaching. Moreover, it will lead to great changes in the teaching ethics and thinking. It provides new ideas and directions for the reformation of secondary school ideological and political course teaching.