Research On The In-depth Teaching Strategy Of High School Ideological And Political Course From The Perspective Of Core Literacy

Cultivating the core literacy of the ideological and political discipline is the general trend of the current new curriculum reform,and is also a crucial link in the process of implementing the general goal of the education reform in China.The development of teaching objectives from three-dimensional goals to core literacy goals not only provides direction for the development of teachers' teaching activities,but also clearly points out the requirements for students' all-round development.Over the past ten years since the reform of the new curriculum,the reform of the ideological and political education in high school in China has achieved certain achievements,breaking through the past teaching mode of “cramming” and “indoctrination”,and constantly innovating and enriching teaching activities and teaching method.However,at the same time as these achievements,many problems have emerged,such as enthusiasm and ethics,pure pursuit of scores and progression rates,students' sense of responsibility,innovative spirit and weak practical ability.Generally speaking,the current high school ideological and political courses generally have the essence of the discipline and the lack of grasp of the knowledge core,the lack of students' emotional experience and the unsatisfactory status of the students' subjectivity,which leads to the implementation of the current high school ideological and political course teaching activities.Good,the core literacy of the students is not enough.Therefore,the concept of "deep teaching" comes out.In this paper,taking "what is it-why-how to do it" as a logical sequence,taking a high school in H County,Y City,Hunan Province as an example,conducted a certain practical investigation,and explored the current high school ideological and political course through lectures and questionnaires.The status quo of practice shows that there are problems such as lack of teaching orientation in teaching practice activities,neglecting students' subject status and emotional experience in teaching activities,etc.The main reasons for these problems are: the orientation of the teaching objectives is not clear,and the assessment method is only fractional.As well as formalism in teaching reform,this paper seeks solutions from the aspects of grasping the essence of the discipline,constructing a high-quality environment,and coordinating practical activities,helping students improve the core literacy of ideological and political disciplines and promote the development of students' comprehensive freedom.