Research On Teaching Theme Design Of Ideological And Political Course In Senior High School

The implementation proposal of "Ideological and Political Curriculum Standards for General High Schools（2017 Edition,2020 Revision）" proposes "designing active subject courses around issues".Topics are the core of topic-based teaching,and good topics can help students form a correct value orientation and lay a solid foundation for cultivating students’ core literacy.Since 2017,topic-based teaching of ideological and political courses in senior high schools has received much attention and research by scholars,but most of the existing studies have focused on the implementation of topic-based teaching,topic-based teaching cases,etc.,while the theoretical achievements and practical experience of topic-based design have Relatively few,there is still room for further research on the topic design combined with the teaching of high school ideological and political courses.Therefore,based on the actual situation of high school ideological and political courses,the design of research topics is expected to give full play to the teaching value of the topics and achieve the curriculum goals of high school ideological and political courses.Based on the practice view in Marxist epistemology,constructivism theory,and the guidance of activity teaching theory,this paper studies the design of topics in the teaching of ideological and political courses in high school.Based on the actual characteristics of ideological and political courses in senior high schools,the classroom observation method and teacher interview method are used to conduct research and obtain first-hand information.When analyzing the current situation of the application of topic design in the teaching of high school ideological and political courses,it is found that teachers have a certain awareness of topic design,the selection of topic materials enriches teachers’ teaching vision,and the topic inquiry link makes the classroom atmosphere gradually active;but there are also There are a series of problems that cannot be ignored,such as the lack of pertinence in the design of the topic,the lack of hierarchy in the design of the topic,the insufficient consideration of the academic situation in the design of the topic,and the lack of specificity in the evaluation of the topic.To explore the deep-seated reasons behind the problems,the main reasons are the following four aspects: teachers lack the relevant knowledge of topic design,teachers need to improve the ability of topic operation,students’ lack of awareness of actively participating in topic inquiry,and the imperfect teaching evaluation mechanism affects topic design.Combined with the classroom observations and interview records during the internship,as well as the actual situation in high school,teachers need to continue to learn to improve their ability to design issues;students actively adapt to change their existing learning methods;improve the issue evaluation system and enhance the effectiveness of issue design;improve The school’s teaching environment,promotion of topic design and implementation,etc.put forward optimization strategies,and presented the implementation of topic design in high school ideological and political teaching through lesson examples,providing some reference cases for front-line teachers.Firstly,it analyzes the research background and significance of topic design in the teaching of ideological and political course in high school,and the research status at home and abroad,and summarizes the connotation of topic design,and researches the topic design for political teaching in high school politics teaching on the basis of the practice view,constructivism theory and activity teaching theory and activity teaching theory in Marxist epistemology.Based on the achievements of the topic design,through classroom observation and teacher interviews,it is found that there are still problems,mainly in the following four aspects: the topic design is not highly targeted,the topic design lacks hierarchy,and the topic design is not sufficient.Considering the learning situation,the topic evaluation is not specific enough,the teacher lacks the theoretical basis for the topic design,the students’ ability to participate in the topic inquiry is low,and the teacher’s evaluation on the student topic is not specific enough.To explore the deep-seated reasons behind the problems,the main reasons are the following four aspects:teachers’ insufficient mastery of the knowledge related to the issues,teachers’ ability to operate issues needs to be improved,students’ lack of awareness of actively participating in issue exploration,and the imperfect teaching evaluation mechanism affects the design of issues.Combined with the classroom observations and interview records during the internship,as well as the actual situation in high school,teachers need to continuously learn to improve their ability to design issues;students actively adapt to change their existing learning methods;improve the issue evaluation system and enhance the effectiveness of issue design;improve The school teaching environment,promoting the design and implementation of topics,etc.solve the problems existing in the topic-based teaching topic design of high school ideological and political courses.In the end,the implementation of the topic design in the teaching of high school ideological and political courses is presented through the lesson examples,and some reference cases are provided for the front-line teachers.