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

The General High School Ideology and Politics Curriculum Standards(2017Edition Revised 2020)states that one of the recommendations for writing high school ideology and politics textbooks is to "use a variety of curriculum resources to expand students’ horizons." In order to implement the new curriculum reform concept and enhance the effectiveness of ideological and political class,teachers of high school ideological and political class need to fully develop and effectively use various curriculum resources.As teachers,students,and the teaching process are in dynamic change,this leads to the produce of generative resources.This paper focuses on the use of generative resources in teaching high school ideology and politics classes,and aims to investigate the current dilemmas in the use of generative resources by teachers of high school ideology and politics classes,and to propose improvement strategies for the dilemmas and causes.Generative resources in high school ideology and politics classes are one of the important curriculum resources formed in realistic ideology and politics classroom teaching contexts.The different emotional and psychological factors generated by ideology and politics teachers and students in dynamic teaching activities may become important teaching resources.It is dynamic,differential,contextual,and value-oriented,and its existing ways are diverse,including teacher guidance,student responses and classroom accidents.On the one hand,generative resources used in high school ideology and politics class teaching can highlight students’ subjectivity,improve teachers’ quality,enhance teaching effectiveness and improve curriculum construction,which provides the necessity for the use of generative resources in high school ideology and politics class teaching;on the other hand,the characteristics of high school ideology and politics class,the improvement of teachers’ and students’ ability and the promulgation of new curriculum standards provide the necessity for generative resources used in high school ideology.Although the use of generative resources in high school ideology and politics class teaching has achieved the basic understanding of the relationship between pre-determined and generated,the general recognition of generative resources has increased,the handling of generative resources is more positive and other aspects of the effectiveness,However,due to teachers’ lack of awareness and ability,students’ active role,and schools’ lack of attention,teachers of high school political science classes have the dilemma of ignoring the existence of generative resources,missing the right time for education,lacking proper control,and lacking appropriate methods of handling them.In this regard,improvement strategies can be proposed from three perspectives: teachers,students,and schools.Specifically,teachers need to strengthen their professional consciousness and establish the concept of generative resources;students need to actively participate in classroom teaching and establish learning communities;and schools need to improve management methods and provide a "generative" environment.In order to better demonstrate how to use generative resources in real classroom teaching,the first box of Lesson 3,"Adhering to the New Development Concept",in Compulsory 2,"Economy and Society",is used as a case study for detailed analysis.