A Study On The Use Of Current Affairs Resources In Issue-based Teaching In Senior Secondary Ideology And Politics Classes

With the promulgation of the General High School Ideology and Politics Curriculum Standards(2017 Edition Revised 2020),issue-based teaching has become a hot topic for research.Issue-based teaching is an important tool for implementing an activity-based subject curriculum,and teaching design and subject content need issue-based activities to be presented.As the most vivid teaching resources,current affairs resources are indispensable for topic-based teaching in senior secondary school ideology and politics classes,and their integration into topic-based teaching is in line with the requirements of the curriculum standards.The use of current affairs resources for issue-based teaching is of great significance in building an activity-based subject curriculum,cultivating students’ core qualities in the subject,promoting teachers’ professional development and making up for the lagging nature of teaching materials.Therefore,it is of some practical significance to study the use of current affairs resources in the issue-based teaching of high school ideology and politics.Through the integration and sorting of literature related to current affairs resources and issue-based teaching,as well as the observation of front-line teaching classrooms and questionnaire surveys,we investigate the current situation of using current affairs resources for issue-based teaching in high school ideology and politics classes,and explore the problems in using current affairs resources for issue-based teaching,The survey found that students are not motivated to learn,classroom participation is low,some teachers have deviations in the topics they set,the time allocated for issue-based teaching is unreasonable and the implementation of issue-based teaching tends to be formalised.The main reasons for the problems are: students’ original knowledge,teachers’ knowledge,time allocation and classroom conditions.The main reasons are: students’ original learning habits and limited ability to participate,some teachers’ awareness and ability to use current affairs resources to carry out issue-based teaching needs to be strengthened,teaching tasks are heavy and the time allocation between teaching and learning needs to be optimised,and the conditions for implementing issue-based teaching are not sufficient.In order to address the problems and causes,we combine relevant theory and practice to study the strategies for optimising the use of current affairs resources in issue-based teaching in senior high school ideology and politics classes,and propose specific strategies in five areas: designing issues using current affairs resources,adhering to the student-centred concept,stimulating students’ enthusiasm for learning,enhancing teachers’ professionalism in using current affairs resources for issue-based teaching,arranging teaching and learning time flexibly,and creating a good issue-based teaching classroom.The five aspects of the study are: motivating students’ enthusiasm for learning,enhancing teachers’ professionalism in using current affairs resources for issue-based teaching,arranging teaching and learning time flexibly and creating a good issue-based teaching classroom.At the same time,according to the steps and improvement strategies of using current affairs resources in the issue-based teaching of senior high school ideology and politics classes,combined with my own experience in education practice,I present a concrete case of using current affairs resources in the issue-based teaching of senior high school ideology and politics classes,taking the second box of the third lesson of the first unit of the new textbook Compulsory 4 “Philosophy and Culture”as an example.In this paper,we present a case study of the use of current affairs resources in the teaching of topic-based teaching in senior high school politics,with a view to better using current affairs resources to carry out topic-based teaching and learning.