Research On The Design Of High School Ideological And Political Course Under The Concept Of Deep Teaching

With the rapid development and progress of the times,the society has put forward higher requirements for the quality of talent training.This requires teachers not only to pay attention to students’ acquisition of knowledge,but also to cultivate students’ ability to use the knowledge they have learned to solve practical problems.Classroom teaching is an effective path for talent training,and problem design is an important part of classroom teaching.Therefore,the question of effective or even efficient design is particularly important.Looking at the current teaching situation,teachers do not pay enough attention to problem design,and there are still many problems in problem design,which makes the quality of problem design low and cannot effectively promote the development of students.As an emerging educational concept in the field of education,indepth teaching is worthy of learning and research by front-line teachers,and in-depth teaching is based on the status of students’ main body,focusing on cultivating students’ innovative thinking and problem-solving ability,which is a developmental response to teaching,and can provide theoretical guidance for teachers of high school ideological and political courses to design efficient classroom problems.Based on this,this study takes problem design as the starting point,based on the teaching practice of high school ideological and political courses,and is committed to proposing the optimization strategy of problem design of high school ideological and political courses based on in-depth teaching concepts.This paper mainly adopts the literature method,questionnaire survey method,interview method and classroom observation method,takes high school ideological and political teachers and students as the survey objects,and investigates the current situation of problem design in high school ideological and political courses from the aspects of problem situation introduction,design of questions,prediction of students’ answers,and preset evaluation summary.Through the investigation,it is found that although the design of problems in high school ideological and political courses has achieved certain results,it has also exposed some problems,such as some problem situations are not appropriate to students’ reality,the design of questions is not strong in inquiry and hierarchy,the students’ answers are not comprehensively predicted,and the presupposition of evaluation summary is relatively simple.Insufficient investment in problem design affects the quality of problem design in high school ideological and political courses.In view of the problems existing in the problem design of high school ideological and political courses,it is an important problem to be solved in this study to put forward the principles and strategies to effectively improve the quality of problem design based on the requirements of indepth teaching concept for problem design.First of all,when designing problems,teachers need to follow the principles of higher-order thinking,information integration,deep participation and transfer and application under the guidance of in-depth teaching concepts.Secondly,based on these four principles,this study proposes to update the teaching concept of teachers to achieve indepth teaching.Create real-world problem scenarios to facilitate migration;Design high-level questions to cultivate students’ higher-order thinking;Four optimization strategies to fully preset students’ answers and evaluation summaries to enhance the value of political teaching.