Research On The Creation Of Teaching Situation Of Ideological And Political Course In Senior High School From The Perspective Of Deep Learning

Since 2014,when the Centre for the Development of Basic Education Curriculum and Teaching Materials of the Ministry of Education organised a team of experts to study the "deep learning" teaching improvement project,"deep learning" has attracted much attention and recognition in the education sector,and has gradually become a vane leading the current teaching reform in primary and secondary schools.The General High School Ideology and Politics Curriculum Standards(revised in 2020 for the 2017 edition)emphasise the role of context and advocate the use of contextualised and integrated forms of teaching.As a common method of teaching high school ideology and politics,creating teaching contexts has good teaching effects and can deepen students’ perception of knowledge and inculcate emotions.Deep learning has outstanding contextualisation characteristics,and creating teaching contexts that match deep learning can effectively support the occurrence of deep learning.Under the guidance of deep learning,this study explores strategies for optimising the creation of teaching contexts in high school ideology and politics classes,with a view to improving the effectiveness of teaching contexts in high school ideology and politics classes,cultivating students’ core literacy in ideology and politics subjects,and promoting the implementation of the fundamental task of establishing moral education in high school ideology and politics classes.This study discusses the necessity of optimizing the teaching context of senior high school ideology and politics class in the context of deep learning,and according to the inherent characteristics of deep learning,points out that the teaching context of senior high school ideology and politics class in the context of deep learning should follow the principles of focusing on the core qualities of the discipline,highlighting the value of the discipline;based on students’ deep understanding,pursuing the complexity of the context;focusing on students’ meaning construction,reflecting the interactivity of the context;focusing on the cultivation of students’ thinking In this study,the principle of problematic contexts is highlighted.This study uses interviews and questionnaires to understand the current situation of the creation of teaching contexts in high school ideology and politics classes,and finds that the creation of teaching contexts in high school ideology and politics classes can be related to students’ lives and combined with current political hotspots,which can promote students’ understanding and active classroom atmosphere.However,there are still problems such as the objectives of the teaching situations are not clear enough,the materials of the teaching situations are not deep enough,the types of teaching situations are not appropriate enough,and the questions of the teaching situations are not reasonable.The reason for this is that teachers put more emphasis on knowledge than literacy when creating contexts,lack a sense of deeper investigation,have a solid teaching style and neglect the cultivation of students’ thinking.Based on the analysis of the main problems and their causes in the creation of teaching contexts in high school ideology and politics classes under the perspective of deep learning,this study proposes optimisation strategies in four aspects: the target basis for the creation of teaching contexts,contextual materials,contextual types and contextual questions.In other words,the objectives of context creation are clarified to cultivate students’ core literacy;the materials of context creation are used to achieve students’ deep understanding;the types of context creation are selected to promote students’ active construction;and the questions of context creation are optimised to develop students’ thinking skills.Finally,in order to have a more intuitive feeling of the teaching context creation in senior high school ideology and politics class under the perspective of deep learning,the lesson "Public ownership as the mainstay and the common development of multiple ownership economy" in the second compulsory subject of senior high school ideology and politics is used as an example to show the case of teaching context creation under the perspective of deep learning.