The Application Of Research Study In The Ideological And Political Course Of Senior Middle School

Research-oriented learning, a kind of new learning pattern,which is aimed at developing students’ spirits of innovation and abilities of practice, is a highlight in the current curriculum reform in our country. The implement of research-oriented learning cannot only change the method of learning in which students mainly accept what teachers teach them, but also make students obtain knowledge in many ways and create open and create open learning environment. Meanwhile, students can put their knowledge into the concrete practice so that it could give full play to the students’ subjectivity and initiative. Ideological and political theory course in Senior School is a compulsory course in high school curriculum, which affects the form of students’ outlook on life, values and world view and plays an important role in students’ cultivation and observation in a correct way and dealing with problems. Whether it is for effective development of research-oriented learning or for the deepening of reform, the ideological and political teaching is very important and far-reaching significance.This essay analyzes the use of research-oriented learning in ideological and political theory course in senior school comprehensively. With literature material method, questionnaire method and interviewing method. The essay explains the effects and problems about research-oriented learning in the course and strategies. In the process of analyzing, it put forward the principle of this style of learning, so that this kind of learning can be combined with the course more efficiently. The structure of the essay is as follows.Chapter one is about brief introduction of research-oriented learning. In this chapter, not only the definition and the features, but also the theory basis and value were introduced in this chapter.Chapter two mainly discussed the analysis of research-oriented learning in ideological and political theory course. It includes achievement and problems of this kind of learning and analysis of the course. The main problems are undue formalization, teachers’ quality, the lack of essential condition, the use of school and society resources, imperfection of education evaluation system and so on. The author considers the causes from society, schools, teachers and students. This chapter plays an important role in the whole passage.There are some related strategies put forward in chapter three. First, the author analyzed the principle in the process of carrying out the style of learning in order to make the use more efficient in the course. The relationship among the four aspects in research-oriented learning is also important. The author concludes emphasis of teachers’ quality, students subjectivity, related rules, support from school and society and perfect education evaluation system in mentioned strategies.