In-depth Teaching And Research In High School Ideological And Political Courses

The General High School Ideology and Politics Curriculum Standards(2017 Edition)proposes to cultivate subject core literacy in senior high school ideology and politics,and the new teaching materials will be gradually promoted across the country in 2019 according to the new standard unified edition.In order to use the new teaching materials efficiently and achieve the purpose of cultivating the core literacy of the subject,senior secondary school ideology and politics teachers have launched a series of pedagogical explorations,and have achieved positive results in the exploration of in-depth teaching.Deeper teaching breaks down the form of superficial word symbols through the teacher in order to help students find the value in knowledge that is useful for human development and the deepest meaning of knowledge itself.The form of teaching and learning advocated by Deeper Teaching promotes the development of students’ subject core literacy.Receiving increasing attention in the teaching of high school ideology and politics classes.Chapter one: Overview of depth teaching related to high school ideology and politics class.Before studying this topic,it is necessary to first understand the concepts related to depth teaching.So,the first thing that is examined is what is meant by deep teaching,followed by an analysis of his reference theory.This study concludes that there are four main features of in-depth teaching in senior secondary ideology and politics: value orientation,thought inspiration,content inquiry and competence building.Chapter two: The Need for and Feasibility of Deeper Teaching in High School Politics Classes.There are four parts of necessity: the need to develop students’ core literacy in ideology and politics,the need to adapt to the innovative requirements of the ideology and politics curriculum reform,the need to break teachers’ classroom teaching to stay in textual symbols,and the need to promote students’ independent and deep learning in ideology and politics.The feasibility of implementing in-depth teaching includes the following four main parts: the policy of the new curriculum reform creates an environment conducive to the implementation of in-depth teaching,teachers urgently need to abandon the phenomenon of teaching remaining only in the transmission of words,the development of information technology provides supplementary technical support for in-depth teaching,and the improvement of teachers’ overall concepts and abilities provides the human power for better implementation of in-depth teaching.Chapter three: Problems and causes of implementing in-depth teaching in high school ideology and politics classes.The implementation of in-depth teaching in high school ideology and politics classes has the following four problems: teachers lack in-depth analysis of teaching content,ignore deep inspiration of students’ thinking in the teaching process,teachers and students fail to fully engage in teaching interaction,and students fail to transfer and apply their learning outcomes.The causes of the implementation problems of in-depth teaching in high school ideology and politics classes include the following four aspects:teachers need to strengthen the concept of learning in-depth teaching,teachers need to continuously improve their ability to use in-depth teaching,teachers and students need to establish a two-way communication process,and teaching evaluation needs to be further improved.Chapter four: Strategies to enhance the depth of teaching in high school ideology and politics.This study examines how to implement in-depth teaching and learning in high school ideology classes from three perspectives.before,during and after the class.Before the lesson,teachers undertake all three processes,including analysing student learning,studying the curriculum standards and analysing the content of the lesson.During the implementation phase,teachers need to carry out these six steps: start the introduction,create a context related to the content,engage in discussion and exchange with students,encourage collaborative group learning,organise the knowledge framework and carry out teaching and evaluation.The post-lesson phase focuses on the two main areas of reflecting on teaching and setting appropriate classroom assignments.Chapter five: Lesson design for developing in-depth teaching and learning in high school ideology and politics class.The lesson is selected from the second box of the fourth lesson of this textbook for senior secondary ideology and politics,"The Chinese Dream for the Great Revival of the Chinese Nation",for in-depth teaching.