Application Studies Of Topical Teaching In Junior Middle School’s Ideological And Political Courses

The curriculum standard of high school ideological and political has been revised in 201 8,and the essential points of new curriculum standard raised the core literacy of the discipline as well as redefined the discipline nature.The changes in the course nature were aim to promote the reform and innovation of teaching methods,and then issue-based teaching methods began to enter into high school ideological and political class teaching.Under the background of the integrated construction of ideological and political course both in primary and middle schools,the teaching methods of ideological and political course in junior middle schools begin learn the curriculum standards and teaching methods from senior middle schools.Base on this learning,the new teaching is not only can help establish a good foundation for students’ subsequent high school learning,but also meet the requirements of the development of times.In all,all above advantages are benefit for cultivation of qualified successors of the future society.Therefore,based on above purposes,combined with the author’s first-line teaching experience,this study will take’understanding rights and obligations’ as an example,to explore the application of topic teaching in junior middle school ideological and political course.Meanwhile,the aim of this study will provide a new teaching perspective for the teaching of textbook "Morality and rule of law",which compiled by the Ministry of Ideological and Political Affairs of junior high school,highlighting the "student-based classroom" and creates a classroom with enthusiasm,breadth and depth.This study is divided into three steps,thus before,during and after topic-based teaching.Before the topic-based teaching,it is mainly comprising of topics designing,questionnaire making and teaching methods design based on literature research.While there are two key points in the process of topic teaching.Thus,first is the detailed teaching process,presenting teacher’s design ability,classroom control ability and students classroom participation.Then,second is the use of classroom observation to set up three dimensions of topics,activities and students participation,and to evaluate performances of teachers and students.Importantly,the evaluation should highlight on students,specifically focuses on the comprehensive development of students,so that the topic-based teaching can be truly implemented.After the topic-based teaching,the aim mainly is to summarize and analyze the data of the questionnaires,and give the conclusions of effects of topic-based teaching as well as raise the influencing factors,and then put forward scientific and effective strategies to improve the effect of the topic-based teaching of ideological and political course in junior middle school.The study showed,topic-based teaching can improve students’interest,cultivate students’ability of divergent thinking,communication and cooperation,and finally improved students’classroom participation and acquisition.At the same time,topic-based teaching also ignited teachers’ enthusiasm for researching,deepened their study and classroom teaching,and accelerated the growing point of teachers’professional development.However,due to the influence of the examination-oriented education concept and the constraints of the external environment,the application of issue-based teaching in the ideological and political course in junior high school has not been extended.Therefore,this study finally proposed the strategies for topic teaching in junior middle school.First of all,teachers should change the traditional teaching concept and study the guiding ideology of subject teaching,and implement student-centered classroom teaching.Meanwhile,teachers also should improve their design ability of classroom teaching,creating a high level of situation and appropriate problems.Secondly,students should develop good learning habits and improve their learning ability.Finally,it is necessary to develop a scientific and effective evaluation scale,as well as induce multiple social forces’ participation to improve the application effect of issue-based teaching of ideological and political course in junior high school.