Research On The Problems And Countermeasures Of The"one Case In The End" Teaching Method In High School Ideological And Political Courses

In the Ordinary High School Ideological and Political Curriculum Standards(2017 Edition)the curriculum objectives is the cultivation of core literacy,and the charancteristic of the curriculum is a comprehensive activity-based curriculum.Teaching method,as a factor variable,should have chain optimization which is urgently needed to adapt to the requirements of the new curriculum standard.The"one case in the end"teaching method is a comprehensive teaching method under the guidance of teaching optimization and in-depth teaching concepts.It can promote the strength of each teaching method,give full play to its clear hierarchy,clear structure,coherent thinking,overall design,multi-dimensional analysis,deep learning and endogenous literacy.However,at present,some teachers are not able to use this method with ease and skill.The development of the"one case"itself and the problems caused by the improper use have become a problem for some teachers.The method makes illusion that it seems to lack universality.Therefore,how to uncover the mysterious veil of the "one case in the end"teaching method and turn it into a common and easy way for teachers is obviously a problem that needs to be considered and solved.This article is divided into three parts:The first part:on the basis of analyzing the existing concepts,starting from the three points of "one","case"and"final",the concept of the"one case in the end"teaching method is tried to deconstruct and construct.On this basis,Explain the theoretical basis and characteristics of the teaching method,and finally demonstrate the significance of applying the"one case to the end"teaching method in high school ideological and political courses.The second part:through the questionnaire survey and the existing teaching cases of the high school ideological and political course,summarizes the achievements of the current" one case in the end"teaching method in practical application,and secondly analyzes the main problems in the case,and finally analyzes these The main cause of the problem.The third part:This part is the focus of the article,which proposes solutions to the problems in the"one case in the end"teaching method.First of all,under the premise of paying attention to the concept of"one case",teachers should pay attention to accumulating"one case"in daily teaching life,strengthen teacher cooperation,and enhance the ability to develop"one case",providing a prerequisite for this method.Secondly,carry out a variety of activities,train students’ thinking,organize effective problem exploration to solve the problem of students’knowledge transfer difficulties,and practical application difficulties,and enhance students’ability to effectively cope with the"one case in the end"teaching method.Finally,under the premise that the material of the"one case"is adequately prepared,the search for the"one case"paradigm,the transformation process based on the paradigm,and the problem of setting the sequence are the bottlenecks in the development of the design"one case".The breakthrough of these difficulties has reduced the difficulty of development of the case which provides convenience for the regular use of teachers.