Research On The Application Of"one Case To The End" Teaching Method In High School Philosophy Teaching

With the deepening of the new curriculum reform,adhering to the teaching concept of "teacher-led,student-led",the ideological and political courses need to constantly update the teaching methods if they want to build an activity-oriented course course which is dominated by cultivating the core quality of ideological and political subjects.As an important part of high school ideological and political discipline,the high school philosophy curriculum,because of its abstract and difficult to understand,logical strong characteristics,many students feel afraid of this.It is necessary for teachers to select teaching resources from life and practice,create teaching situations,and innovate teaching methods according to students' interests.The teaching method of "one case to the end" is favored by teachers because of its characteristics of "systematicness and coherence","inspiration and constructiveness","subjectivity and practicality".In recent years,the teaching method has been widely used in all kinds of teaching skill competitions and first-line classroom teaching.After carrying out relevant theoretical research on the teaching method,the author carried out teaching practice during the internship.Taking the box of "seeing problems from the perspective of development" in life and philosophy,the fourth compulsory ideological and political course in senior high school,as an example,the author carried out research on the application of "one case to the end" teaching method in senior high school philosophy class.Through consulting related theory,view of teaching,classroom practice,as well as for students,questionnaire and interviews,frontline teachers in high school philosophy class in the application of "case" teaching method mainly exist the following problems:one is the case,edited the existence question,mainly is the development difficulty is big,easy to divorced from reality,the content is not rich;Second,there are some problems in the classroom implementation,such as teachers' uncertainty about the proportion of cases in the classroom,poor handling of teaching presupposition and generation,emphasis on the interpretation of open class,and neglect of regular class teaching.In order to overcome the above problems,the author strengthens the teaching practice and enriches the case resources.Change teaching concept and improve teaching quality;In order to provide theoretical support for the application of "one case to theend" teaching method in high school philosophy classroom,the author optimizes the selection of cases and puts forward improvement strategies from three aspects of adhering to the knowledge standard.