The Study On The Design Of Discriminative Activities In High School Ideological And Political Class Teaching

The 2017 edition of the high school ideological and political curriculum standards proposes the concept of "active subject curriculum",and advocates that teachers use multiple classroom activities and make good use of classroom activities in order to implement the cultivation of subject core literacy.At the same time,the transformation and optimization of learning methods have also become the focus of teaching reform.The new 2017 curriculum standards proposes that students should be guided into an open and discriminative learning path to strengthen value guidance.Therefore,this article studies how to design classroom discriminative activities based on discriminative learning paths for high school political teachers.It mainly discusses the main problems and reasons encountered by high school political teachers when designing discriminative activities in teaching.And on this basis,we explore the design strategy of discriminative activities.This article focuses on the analysis of the design of activities and its application in the ideological and political course in high school.The first part is an introduction,which firstly clarifies the origin of the thesis research;secondly,it discusses the research significance of this thesis from the perspectives of theory and reality;thirdly,it summarizes the current status of domestic and foreign research by consulting and collating relevant domestic and foreign literature;lastly,it proposes research ideas and methods.The second part mainly introduces the connotation and necessity of the activity design of the ideological and political course in senior high school.Firstly,it defines the related content of discriminative activities,discriminative activities of ideological and political courses in high school,and the design of discriminative activities;secondly,it elaborates the necessity of designing discriminative activities in ideological and political courses in high school,that is,the link to realize the transition to classroom activity teaching,the fundamental guarantee of completing the classroom teaching task,and an effective way to enhance the effectiveness of high school ideological and political coursesThe third part discusses the main problems that the high school ideological and political teachers have when designing the discriminative activities,including the emphasis on knowledge over literacy,the theory over practice,the conclusion over the process,the orientation over openness,and the form over connotation.This section combines relevant teaching cases to expand.The fourth part elaborates the main reasons for the problems of high school ideological and political teachers in designing discriminative activities,which includes some subjective factors such as insufficient consciousness and ability of the ideological and political teachers' discriminative activities,as well as the objective factors such as the limitation of teaching hours,and the difficulty of the design of the discriminative activities itself is also an important factor restricting the teacher's design activities.The fifth part is the key part of this article.Aiming at the problems and their causes,combined with teaching practice cases,this paper proposes an optimization strategy for the design of ideological and political lessons in high schools.Teachers should not only change their ideas and enhance the awareness of the design of classroom discriminative activities,but also pay attention to methods of emphasizing the value of discriminative activities through view-based education,finding the right point of convergence between discipline knowledge and analysis activities by building bridges,improving students'enthusiasm to participate in the discriminative activities through the process of attention.What is more,teachers should enhance self-literacy and enhance the effectiveness of guiding and discriminative activities.