Applied Study Of Life Situational Approach On High School Ideological And Political Course

The new curriculum standards points out that high school ideological and political course teaching should be based on life and supported by subject knowledge, and the teaching process should reflect the features of practicality and openness. Therefore, it becomes a necessity that using life situations to create a thinking environment for teaching activities, and teachers and students can get knowledge and enhance their abilities through an equal dialogue.Life situational teaching method is that aiming at the teaching goals, teachers select the situations comes from students’ life in the teaching process and through equal dialogues between teachers and students help students understand the course content, enhance students’ ability to analyze and solve problems, and improve the teaching effect. It can achieve the integration of student life and subject knowledge, and complete curriculum objectives that the new curriculum standards established for high school ideological and political courses. This method not only conforms to the characteristics of high school students’ physical and mental development, but also can cultivate the test-taking abilities required for college entrance exam at present. And its entire teaching process reflects the features of life, democracy and inspiration.Around the problem of life situations teaching method application and through consulting relevant books and documents, this thesis elaborates the general process of life situation teaching method application through the three links of class preparation, teaching and consolidation. Meanwhile, through the combination of questionnaires, it investigates life situations teaching method usage in high school ideological and political courses at present, and finds that during the application process of life situation teaching method, the concept of life situation education has been gradually accepted, teachers’ ability to create life situation has been enhanced, and classroom culture has been effectively improved, However, there still remains the problems of a lack of in-depth discussion of life situations, low class participation, and the weakness of moral education function. To solve these problems, this thesis proposes optimizing strategies from three aspects of valuing life situations to use the contexts scientifically and rationally, innovating organizational forms of teaching activities to enhance classroom engagement, and enhancing teachers’ moral education capability to highlight the moral function of the ideological and political courses.