Applied Strategy Research Of Situational Teaching Method In High School Ideological And Political Class

In the Nineteenth National Congress held on November 18,2017,it was clearly stated:"We must fully implement the party's educational policy,carry out the fundamental tasks of the cultivating morality and cultivating talents,develop quality education,promote educational equity,and cultivate the all-round development of morality,intelligence,body and beauty.As a course of both ideological and educational,high school ideological and political courses must effectively carry out ideological and moral education for students,help students to tie the first button of life,develop correct three views,promote the development of all aspects,thus providing a steady stream of talent support for national development,national rejuvenation,and scientific and technological progress.In 2017,the Ministry of Education issued the "Standards for Ideological and Political Courses in Ordinary High Schools" and proposed four basic concepts.One of them is to require the curriculum to respect the laws of students'physical and mental development and improve the teaching methods.Transform students'learning styles by creating problem situations and participating in social practice activities,and gradually stimulate students'enthusiasm and improve their ability to participate in the process.The situational teaching method emphasizes the equality between teachers and students,highlights the subjective status of the students,which perfectly fits the concept of quality education and is highly praised by the high school ideological and political teachers,and has become their choice for teaching.Although this method has achieved good results in the application of high school ideological and political courses,there are still many problems that need to be improved.This requires us to further reflect and summarize the experience gained in the past,continuously expand the breadth,depth and height of research,and strengthen the effectiveness of the application.Overall,the paper is divided into two parts:the introduction and the body.The introduction part briefly introduces the question,the research significance,the research status at home and abroad,and the thinking methods and innovation points in the writing process of this paper.The body of this paper is divided into three parts,which are summarized as follows:Firstly,the relevant theories of situational teaching method are summarized.It defines the concepts of situational teaching method,situational teaching method and situational teaching method of senior high school ideological and political course,which lays a theoretical foundation for the following part.Then the significance of applying this method in high school ideological and political course is emphasized.Secondly,this paper expounds the application strategy of situational teaching method in senior high school ideological and political course,which roughly includes three links:pre-class,in-class and after-class.This part is the content emphatically elaborated in this paper.Before class,teacher should select situational materials,set situations and assign roles,etc.;In the class,it is divided into four steps:the class is divided into the introduction of the situation,stimulate the interest-integration into the situation,actively discuss-comprehend the situation,collaborative exploration-sublimation situation,summing up the transformation;After class teacher reflection,summary and improvement,student practice,extracurricular extension.Finally,it discusses the problems that need to be paid attention to in the teaching of high school ideological and political class.This part focuses on the principles of basic application,the use of multiple teaching methods,the correct handling of various relationships.The application principles include ideological,interesting,life-oriented and inspiring;Teaching methods include physical demonstration,organizational activity and multimedia teaching;Dealing with various relationships is the proper coordination of the relationship between teachers and students,the relationship between correct treatment and purpose.Flexible response to the relationship between presupposition and generation,and proper handling of the relationship between various teaching methods.