Research On The Application Of Issue-Centered Approach In High School Ideological And Political Course

The Issue-centered approach is a teaching method widely used in social sciences in Europe,America,Japan,Taiwan and Hong Kong to cultivate civic literacy.After nearly two hundred years of theoretical research and practice it has formed a relatively complete theory.The research on the topic centered teaching method started late in China.The construction of activity-oriented subject curriculum centering on the topic was proposed.Therefore,the research on the topic-centered teaching method and activity-based subject curriculum has become a hot topic.This paper tries to apply The Issue-centered approach to the teaching of politics in senior high school.Firstly,on the basis of literature reading,the thesis systematically sorts out the theory of the subject-centered pedagogy and summarizes its connotation and characteristics.Issue-centered approach is a teaching method that takes the issue as the link to lead the course resources,and enables students to think dialectically in the conflict between positive and negative views and improve their ability of action.The subject-centered teaching method has the following characteristics: students’ independent knowledge construction,facing the dispute to experience the conflict situation,careful topic selection to carry on the deep learning,teachers and students’ dialogue to construct the democratic teaching atmosphere,teaching evaluation to the core accomplishment as the goal,and teacher’s role positioning diversification.Secondly,the design and implementation of suitable for middle school students in China the issue of center of case teaching method,through teachers and students questionnaire,sampling interview to understand real view on the issue center of teaching between teachers and students,analysis of the current issue center teaching method in our country present situation of using in the high school thought political lesson.The study found that teachers were generally willing to try the topic centered teaching method,but faced with the difficulties in teaching evaluation due to the limitations of teachers’ own ability,students’ participation in class,time limit and the difficulty of the topic centered teaching method.Thirdly,this paper proposes improvement strategies to solve these problems.Above all,improve teachers’ ability to use The Issue-centered approach from the aspect of external support and teachers’ own efforts.Secondly,it coordinates the issue of students’ interest in participating in class from the two aspects of improving students’ individual course participation and overall participation.Thirdly,from the perspective of giving full play to teachers’ collective power to prepare lessons and optimizing pretasks,the time limitation of the issue-centered teaching method in the implementation process is solved.The evaluation system of core accomplishment should be established,which is suitable for the teaching method of topic center.