The Research On Utilizing High School Teaching Of Ideological And Political Generative Curriculum Resources By Students

Along with the implementation of the new curriculum reform, the traditional education teaching idea, teaching mode and so on have taken place great changes. Teachers’ professional quality and moral cultivation is also put forward higher request, the people-oriented as a new teaching idea embodied in the classroom, generative curriculum resources are born under this background. Researchers at home and abroad have done a lot of in-depth research on generative curriculum resources, but its research mainly concentrated in the concept of generative curriculum resources and implementation suggestion which was fragmented, and little research on generative in Senior High School Thought Politics Lesson. In terms of the research about students’ initiative to generate resources in Senior High School Thought Politics Lesson was basically do not have. What’s more, It is the most difficult to grasp and use generative curriculum resources created by students for teacher. Therefore, what’s the situation about generative curriculum resources created by students in Senior High School Thought Politics Lesson? What kind of problems the teachers encountered when they use these resources? What’s the specific strategies of using these resources? All theses make empirical studies becomes particularly meaningful. This article tries to do some empirical research in these aspects.The text is divided into five parts:introduction which mainly introduces the background and significance, research ideas and methods and research status at home and abroad. The second part is mainly on analyzing the necessity of using generative resources created by students. The third part is the status of using generative curriculum resources created by students in Senior High School Thought Politics Lesson. Analyzing on the status of generative resources created by students and utilization condition of generative resources created by students in the case of sufficient data. The fourth part analyzes the reasons of student initiative to generate resource utilization problem. The last part put forward the strategies about how to make full use of generative resources created by students.