| President Xi Jinping pointed out that the ideological and political courses are the implementation of the fundamental task of moral education,casting the soul of the key courses,instructions to run socialist education with Chinese characteristics,we must be justified to offer a good ideological and political courses.In 2014,the Ministry of Education implemented the fundamental task of the Party's 18 th National Congress on the establishment of moral education and promulgated the Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Establishing Moral Education,making the research and development of a core literacy system for student development a key area and major link in the new round of curriculum reform.In early 2018,the 2017 edition of the General High School Ideology and Politics Curriculum Standards was officially promulgated and implemented,which also indicates that the high school ideology and politics class has opened the era of teaching core literacy in the subject.This paper takes the inquiry-based teaching design of high school ideology and politics class based on disciplinary core literacy as the research object,and studies the connotation of inquiry-based teaching design of high school ideology and politics class based on disciplinary core literacy,the interpretation of relevant theoretical resources,the principles of conducting teaching design,the corresponding relevant strategies,and the construction and analysis of cases.Among them,the main contents are as follows:In the first chapter,defines the concepts related to inquiry-based instructional design for high school ideology and politics classes based on disciplinary core literacy.Through a brief review of the meaning of the concept of "core literacy" in different countries and regions,we explain the specific interpretation of the four core literacies of political identity,scientific spirit,awareness of the rule of law and public participation in the subject of high school ideology and politics in China,analyzing inquiry-based teaching and learning in high school political science classes and the connotations of instructional design,illustrating the connotations of inquiry-based instructional design in this paper.In other words,teachers take inquiry-based teaching as the theme,and purposefully design teaching objectives,teaching contents,teaching methods,teaching activities and teaching assessments,leading to the implementation of the purpose of cultivating students' subject core literacy in teaching practice activities,and ultimately realizing the fundamental task of establishing moral education.In addition,based on the cultivation of the literacy and abilities required for students' lifelong development,and with an eye to the laws of students' physical and mental development,the course elaborates on relevant theoretical resources such as the Marxist theory of comprehensive human development,constructivist theory,Gardner's theory of multiple intelligences,and the theory of the zone of most recent development.In the second chapter,explain the principles of inquiry-based instructional design for high school ideology and politics classes based on core literacy.Outlining the principles of inquiry-based instructional design from the subject matter and modalities of teaching activities in high school ideology and politics classes.These include the principle of subjectivity,which aims to facilitate students' development,the principle of inquiry,which is dedicated to students' self-generation in the process,the principle of dialogue,which implements equal inquiry and joint development between teachers and students,and the principle of democracy,which is characterized by students' willingness to express themselves and active inquiry.In the third chapter,explains the strategies for integrating disciplinary core literacy into inquiry-based teaching in high school ideology and politics classes.According to the principles of instructional design,based on knowledge of curriculum standards,textbook content and students,set up from the four aspects of teaching goal design,teaching situation design,generation process design and feedback evaluation design in teaching design,set clear,attainable instructional objectives that point to core literacies;creating novel,inquisitive situations that are close to students' lives.In the course of course generation,the introduction,inquiry,testing,and summary are skillfully connected to each other,set up diversified assessments based on teaching objectives and use the assessment results to cultivate students' core literacy.In chapter four,take the lesson "Looking at Problems with a Developmental Perspective" as an example for the construction of teaching cases.Applying research theory to classroom practice in high school ideology and politics classes,based on the principles and strategies of instructional design presented in this paper,the design of the relevant content of this lesson in the textbook.Analyze the intention of each inquiry question,the intention of each material and material selection in this case of instructional design,and the ultimate goal to be achieved in classroom practice using these materials,to realize the cultivation of core literacy in the process of implementing the teaching practice of instructional design,improve students' various abilities and provide a reference for front-line teachers.The final chapter concludes the paper with a summary and reflections.Through the study,it is found that the cultivation of core literacy is permeated throughout the teaching and learning activities,although the various aspects of inquiry-based instructional design are relatively independent,they can not be separated,therefore,only by grasping the characteristics of individuality under the principle of commonality and flexibly and skillfully linking each link closely and advancing it layer by layer can we achieve the purpose of integrating core literacy into inquiry-based teaching design. |
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