Research On The Application Of Red Resources In The Teaching Of High School Ideological And Political Courses

For a country,cultural confidence is crucial.This is the soul of the development of a country and even a nation.Cultural self-confidence is the primary premise of all rejuvenation and development.In the nineteen major reports of the party,General Secretary Xi Jinping emphasized the need to enhance national cultural confidence.The red culture is a core component of social cultures with Chinese characteristics.It has distinct political directions,enjoys widespread support,and embodies the Chinese nation's outstanding cultures and traditional ethics.To strengthen cultural confidence,the values of the red culture should be explored and inherited.The red culture is the material and spiritual culture condensed and inherited by the Communist Party of China leading all Chinese people through long-term practice.Not only is it backed by vast appealing historical materials and diversified manifestations,but also it carries distinct regional features and exists in different forms.Hence the red culture is of nonnegligible educational significance in the contemporary era.The Outline of Reforming the Fundamental Education Curriculum clearly proposed the need to proactively develop and reasonably apply curricular resources inside and outside schools.If the red culture is scientifically incorporated into high schools' ideological and political education as a course teaching material,it will undoubtedly enrich teaching resources in classes,add more appeal to teaching,and improve students' learning effect.Besides,the red culture will facilitate the new curricular to form an effective help,we can also achieve the goal of inheriting red culture and enhancing cultural confidence.The survey methods used in this paper are literature review,field interview,questionnaire survey and case analysis.Based on theory and practice,the research is carried out.In the early stage,relevant literature is employed to analyze relevant literature,laying a theoretical foundation for writing the paper.Secondly,teachers' seminars and the questionnaire survey are employed to analyze the application of red resources to the ideological and political education in high schools of Zunyi City,existing problems,and relevant causes.Thirdly,paths for applying red resources to high schools' ideological and political teaching are proposed.Fourthly,relevant theories and strategies are cited to guide the writing of teaching cases.Lastly,teaching practices are carried out to verify the feasibility of proposed paths.The paper consists of three parts,including the introduction,the four-part main body,and the conclusions.Chapter I introduces the connotations and practical significance of applying red resources to ideological and political teaching.Firstly,it analyzes the necessity of introducing red resources into classrooms from the perspective that ideological and political courses should attach importance to cultivating core qualities in the new curricular reform.Next,it elaborates on the basic concepts and categories of red resources and the significance of applying red resources to ideological and political classes in high schools.The Chapter II is the analysis of the current situation and problems of the application of red cultural resources in high school ideological and political teaching.Specifically,teachers' seminars and the questionnaire survey are carried out to analyze the achievements made in applying red cultural resources to high schools' ideological and political teaching.According to survey findings,a significant effect has been made by introducing red resources into the classroom,and students have a high sense of identity.However,many problems still exist in the application,such as teachers' unsystematic application of red resources,single application forms,and students' low participation initiative.According to relevant analysis,these problems are mainly caused by the impact of the performance evaluation system,the lack of process-based evaluations,teachers' excessive work burden,and inadequate support from local educational departments.The third chapter studies the paths for applying red resources to ideological and political teaching in high schools.Specifically,it analyzes from four perspectives,including changes in teachers' concepts and self-improvement,platform establishment and cultural construction in schools,educational departments' evaluation mechanisms,and development of local textbooks.The fourth chapter is the case analysis of the application of red cultural resources in high school ideological and political teaching.Firstly,a teaching design is formulated for applying red resources to ideological and political teaching in high schools.Next,adequate before-class preparations and a rigorous teaching design are made to enrich classroom activities and apply red cultural resources to the class.Eventually,a conclusion is drawn based on combining teaching reflections and students' feedbacks.