Research On The Project-based Learning Of High School Ideological And Political Courses

The high school ideology and politics course is the key course to implement moral education,bearing the major task of nurturing people for the party and the country.In order to thoroughly implement the Party’s education policy and cultivate a new generation with core literacy,high school ideology and politics classes adhere to the value orientation of establishing moral education,organically combine subject teaching with literacy cultivation,and continuously promote the reform and innovation of activity-based subject curriculum teaching methods.Project-based learning is an effective way to build an activity-based subject curriculum and cultivate students’ core literacy by integrating knowledge and value with activities as the carrier.After unremitting exploration,project-based learning in high school ideology and politics classes has achieved certain results,but at the same time there are also some problems.Investigate the current situation,analyze the problems,and explore solutions in order to continuously improve the teaching effectiveness of high school ideology and politics classes.This thesis takes the unified version of the high school ideology and politics textbook,Compulsory 1,Socialism with Chinese Characteristics,as an example,and examines in depth the use of project-based learning in high school ideology and politics classes.In addition to the introduction and conclusion,this paper is divided into three parts:The first part of high school ideological and political course project study brief.This paper defines the concept of project learning in high school ideological and political courses.The project-based learning of high school ideological and political courses has its unique features,that is,the unity of political leadership and theoretical scientificity,the unity of situational authenticity and problem-driven,and the unity of teacher leadership and student subjectivity.The theoretical foundation of project-based learning in high school ideology and politics classes is solid.The concept of project-based learning is embedded in cognitive-discovery learning theory,constructivist learning theory,contextual cognitive theory and Xi Jinping’s discourse on teaching methods in ideology and politics classes.Project-based learning in high school ideology and politics can reflect the nature of the subject matter of high school ideology and politics,meet the requirements of the high school curriculum standards,take into account the practical ability and cognitive level of high school students,and promote the cultivation of students’ core literacy.Therefore,it is feasible to apply project-based learning to teaching high school ideology and politics.The second part is the analysis of the application status of project-based learning in high school ideological and political lessons.Through questionnaire survey and individual interview,it is found that the application of project-based learning in high school ideological and political teaching promotes the occurrence of meaningful learning,the implementation of comprehensive activity teaching,and promotes the professional growth of teachers.However,there are problems such as insufficient capacity of time for inquiry in some project-based learning,misplaced focus on core knowledge in some project-based learning,difficulties in transforming driving questions in some project-based learning,and imbalance in the implementation of evaluation throughout some project-based learning.Through the analysis of the problems and their causes,the paper puts forward targeted application strategies for the implementation of project-based learning.The third part is the strategies of using project-based learning in teaching high school ideological and political science classes.This part takes Compulsory 1 Socialism with Chinese Characteristics as an example and proposes strategies for its application from two perspectives:conceptual change and project-based learning implementation.First,schools,teachers,and students establish the right concepts to promote the reform of project-based learning.Second,focus on project-based core knowledge,clarify project-based learning objectives,and design project-based learning topics to improve project-based learning design.Again,the implementation of project-based learning is ensured by promoting the process of project-based learning with driving questions,deepening project-based learning practices with cognitive strategies,developing project-based learning approaches with learning practices,and displaying project-based learning results in various forms.Finally,we adopt various approaches,set scientific scales,and implement full evaluation to improve the evaluation of project-based learning.