Research On The Application Of Debate Teaching In Ideological And Political Classes In Senior High Schools

“Ordinary Senior Middle School Ideological and Political Curriculum Standards(2017 Edition)”defines the nature of senior high school's ideological and political course as an active subject curriculum,which is used to cultivate students' core ideological and political discipline literacy.Debate is a highly speculative language expression and thinking activity.Combining it with high school ideological and political lessons to form a teaching method of debate,which not only meets the new curriculum reform idea of taking students as the main body,but also implements the teaching and evaluation suggestions in the 2017 version of the new curriculum standard for “enhancing discrimination and choosing a learning path led by positive values”.It is the practice of active subject courses,and also the implementation of the new curriculum standards for the 2017 edition.The purpose of this article is to explore how to make debate-based teaching better applicable to ideological and political courses in high schools,and to add new effective forms of activities to active subject courses.The literature research method was used to sort out the relevant theories of the debate itself,especially the important value of the debate to the development of human wisdom and social skills.Based on this,the characteristics and significance of the debate teaching of ideological and political lessons in high school were explored in combination with the nature of ideological and political lessons in high school.Through questionnaire surveys of students and interviews with ideological and political teachers in frontline high schools,learn about the current status of the application of debate-based teaching in ideological and political courses in high schools.According to the questionnaire and interview results,it is found that there are many problems and shortcomings in the current debate-style teaching in the choice of topics,the process of the debate,and the evaluation of the debate.In response to these problems and deficiencies,corresponding countermeasures are proposed.The author believes that the topics of debate teaching must be more resolvable,adapt to students' cognitive level,and be consistent with the content and characteristics of the subject.During the debate,the participation of students and the guidance of teachers should be strengthened.The evaluation of the debate should adhere to the diversity of evaluation subjects,rich evaluation content,and standardized evaluation standards.