Study Of Issues-Based Teaching Approach For Ideological And Political Classes In Senior High School

In the standard of ideological and political curriculum of ordinary high school(2017edition),it is clearly defined that the curriculum nature of high school ideological and political curriculum is "comprehensive and activity subject curriculum",and study of issues-based teaching approach,as an important starting point of activity subject curriculum,is conducive to the implementation of new curriculum reform concept.As an emerging classroom teaching method,study of issues-based teaching approach has attracted the attention of the author with its unique forward-looking and profound nature.This topic provides a comprehensive overview of the basic theories of study of issues-based teaching approach in high school ideological and political courses,including concept definition,feature induction,teaching principles and implementation procedures.The author defines study of issues-based teaching approach as a teaching method,which summarizes the characteristics of speculativeness,openness,conformability and pertinence,contemporaneity and mobility,clarifies the three principles of issues-based teaching approach,including the combination of carefully selected issues and deep learning,the combination of disciplinary basis and interdisciplinary integration,and the combination of democratic participation and centralized guidance,outlines the four implementation procedures of the issues-based teaching,including issue development,issue selection,issue implementation and issue evaluation.On the basis of theoretical research,this topic is based on the implementation of study of issues-based teaching approach through interviews,action research and literature research methods,discover the challenges faced in the teaching process,such as low teacher implementation intentions,inappropriate issues selection,difficult issues research,and difficult issues evaluation,and reasonably attributes from four aspects: teacher dilemma,subject development,student situation and teaching evaluation.On this basis,the author proposes four optimization strategies,including strategies of “multiple parties working together,multi-channel to help teachers to grow professionally”,“schools increases support,build a platform for discipline development” strategy,“guide studentsto change their concepts,stimulate the enthusiasm of participating in the issue”,and“improve the evaluation system,implement scientific evaluation”.