| The "Ordinary High School Ideological and Political Curriculum Standards(2017Edition 2020 Revision)" pointed out: The senior middle school ideological and political curriculum is a key course to implement the fundamental task of Lide and fostering people.It is a course to help students establish the correct political direction and improve the core literacy of ideological and political disciplines.The comprehensive activity-based subject curriculum.As a result,teaching activities have also been given new missions and tasks,that is,to start teaching with the cultivation of core literacy of ideological and political disciplines as the starting point,and use the core literacy of ideological and political disciplines as a bridge to connect with the times.Discussion-based teaching has the characteristics of dual subjectivity,interaction,and democracy.It follows the student-oriented educational philosophy and is an internal requirement and an important way to improve the core literacy of students’ ideological and political subjects.However,discussion-based teaching is completing students’ thinking.There is still a certain gap in the cultivation of the core literacy of political discipline.Based on this,it is of great value and significance to carry out research on discussion teaching of ideological and political courses in senior high schools from the perspective of subject core literacy.Based on previous studies,this article focuses on the theoretical basis,significance and main problems faced in practical application of the discussion teaching of ideological and political courses in senior high schools from the perspective of subject core literacy,discusses effective strategies for solving problems,and conducts specific lessons.Practice and reflection on examples.In addition to the introduction and conclusion,the main body is divided into four parts:The first part is to clarify the related concepts,main characteristics,mutual relations,theoretical basis and significance of discussion-style teaching of ideological and political courses in senior high schools from the perspective of subject core literacy.First of all,in the research results of related scholars,the connotations of "core literacy of ideological and political subjects" and "discussive teaching of ideological and political courses in high school" are explained.Secondly,combining the characteristics of discussion-based teaching and the nature of ideological and political courses,summarize the main characteristics of discussion-based teaching of ideological and political courses in senior high schools.Thirdly,through the connotation of "core literacy" and "discussion-based teaching of ideological and political courses in high school" and the main characteristics of discussion-based teaching of ideological and political courses in high school,analyze the relationship between the teaching form and the training goal.Finally,integrate The theoretical basis and significance of the discussion-based teaching of ideological and political courses in senior high schools from the perspective of subject core literacy clearly reflect the basis and value of research.The second part analyzes the current situation of the implementation of ideological and political courses in senior high schools from the perspective of the core literacy of the subject.First of all,through the questionnaire survey and interview methods,the implementation of discussion-based teaching in high school ideological and political courses was investigated and analyzed.While the preliminary results were confirmed,the implementation of discussion-based teaching in high school ideological and political courses from the perspective of subject core competence There are four main problems in the process,namely:Discussive teaching is out of touch with the cultivation of core literacy of the subject;discussion emphasizes form and neglects actual effect,and the core literacy of subject is improved surface;insufficient participation in discussion of students in the process of cultivating core literacy of subject;teaching evaluation is less sentimental than knowledge,Cultivation and desalination of core literacy of disciplines.Secondly,in view of these four problems,the reasons for the problems are analyzed from the three levels of teachers,students,and teaching evaluation.They mainly include: teachers have not deeply understood the relationship between subject core literacy cultivation and discussion-based teaching,and teachers have not fully grasped the discussion-based teaching.The implementation process,students’ awareness of participating in classroom discussions are relatively weak,and the teaching evaluation system needs to be updated and improved.The third part,with the core literacy of the subject as the command,puts forward targeted optimization strategies.The first is to focus on the core literacy of the subject and comprehensively improve the comprehensive quality of the teachers;the second is to base on the core literacy of the subject,and to reasonably grasp the implementation process of discussion-based teaching;the third is to focus on the core literacy of the subject to stimulate students’ enthusiasm to participate in classroom discussions;Literacy,establish a developmental evaluation system.The fourth part is based on the cultivation of the core literacy of students’ ideological and political disciplines,using discussion-based teaching methods,using the People’s Education Edition compulsory "Economic Life" Lesson 9 "Entering the Socialist Market Economy" Box 2 "Market Allocation of Resources" "As a lesson example,it elaborated on the design and implementation of the lesson example,and reflected on the results of the implementation.This article sorts out and analyzes the relevant theories and practical situations of discussion-based teaching in high school ideological and political courses from the perspective of subject core literacy,and proposes feasible strategies for corresponding problems,discussing the fundamental task of achieving morality and cultivating people under the background of the new era.In order to provide a reference for the efficient use of discussion-style teaching in high school ideological and political courses. |
