The Strategy Research Of Situational Teaching Method In High School Ideological And Political Classroom

Situational teaching method is a teaching method favored by the majority of teachers and students in high school ideological and political class,which improves the former students’ stereotype of the course and increases students’ independent participation in the class.Teaching high school ideological and political situation is introducing situational teaching high school ideological and political class,in high school ideological and political course standard and evaluation system of college entrance examination as a guide,make the classroom teaching and the fit,build the real problem scenario field,inspire the students’ subject consciousness,class participation and passive position to reverse the students’ learning.The Political Curriculum Standards for Ordinary Senior High Schools(2017 Edition 2020 Revised Edition)emphasizes the creation of context to support and serve the construction of the goal of discipline core literacy.The concept of situational examination carrier is also put forward in the evaluation system of the National College Entrance Examination in 2020,and the political subject takes two kinds of three-level situations as the examination requirements.In order to implement the spirit of the National Education Conference,meet the goals of the new curriculum standards and meet the new requirements of the examination standards of the College Entrance Examination,the author comprehensively analyzes the practice of situational teaching method in philosophy and culture of high school ideology and politics,and further improves the effectiveness of classroom practice of situational teaching.At present,the practice of the situational teaching method in high school ideological and political class still has some defects,this paper used the literature analysis of the status quo at home and abroad,summarized summarized predecessors scholars point of view,and make up for loopholes in previous research,proposes the situational teaching method in the philosophy and culture class construction,a concise definition of related concepts;Secondly,by means of questionnaire survey and internship experience,the textbook Philosophy and Culture is taken as the specific entry point.Based on the practical observation of classroom teaching,the data of students’ questionnaire and teachers’ interview are collected,and the reliability and validity analysis charts of the questionnaire are presented to increase the credibility of the questionnaire survey and briefly describe the survey content.Then,show specific classroom teaching activity,observe and record the teachers’ teaching and students class reaction,comprehensive feedback situational teaching method in high school ideological and political philosophy and culture the present situation of the classroom teaching,and from the aspects of teachers’ teaching and students’ learning teaching classroom records to find out problems,and analysis the reason why there are three aspects of the problem;Finally,provide the situational teaching method in the philosophy and culture in the classroom by using strategy analysis,while give corresponding optimization path,note situational classroom problems need to pay attention to practical operations,coupled with the choice of a particular frame topic in field of classroom teaching,analyses the effect of situational teaching method in classroom practice,a summary of teaching advantages and disadvantages,Emphasize the corresponding reference value of situational teaching method in the overall application of high school ideological and political classroom,in order to adjust and modify the specific teaching practice.