The Study On The Implementation Of Activity-based Classroom Teaching In Ideology And Politics In The Context Of Core Literacy

The "General High School Thought and Politics Curriculum Standard(2017 Edition Revised 2020)" positions the senior high school thought and politics curriculum as an "activity-based subject curriculum",emphasizing that"the subject content is presented in the form of thinking activities and social practice activities,i.e.through a series of activities and their structured design,to achieve The curriculum is structured through a series of activities to achieve'activity-based curriculum'.The implementation of activity-based classroom teaching has become an important way to transform subject content into teaching content.This paper mainly adopts the literature research method,questionnaire survey method and interview survey method to carry out the research;on the basis of defining and sorting out the concepts and theoretical foundations of core literacy and activity-based classroom teaching in ideology and politics,the research and analysis of the specific situation of the implementation of activity-based classroom teaching in ideology and politics in the context of core literacy is carried out,and the different perspectives of students and teachers are integrated to obtain first-hand research data.Through the analysis of the data,it is found that although the implementation of activity-based classroom teaching in ideology and politics in the context of core literacy has achieved certain results,there are still problems such as formalization of teaching activities,lack of effectiveness of teaching activities,low student participation,insufficient development of activity resources and untimely teacher evaluation and feedback.The main reasons for these problems are the obvious test-oriented teaching orientation of schools,the need to improve teachers' ability to implement activity-based classroom teaching,the lack of students' ability to participate in activity-based classroom,the inadequate development of teaching resources and the constraints of the traditional evaluation system.Based on the objectives of cultivating core literacy in the subject of ideology and politics,and taking into account specific teaching examples,we propose feasible solutions in five areas:clarifying the purpose of activity-based classroom teaching in ideology and politics in the context of core literacy;improving teachers' ability to implement activity-based classroom teaching;improving students' literacy and ability to participate in activity-based classroom;promoting teachers' active development of teaching resources;and improving teaching evaluation.The following are some of the possible countermeasures.