A Research On Discriminative Learning In High School Ideological And Political Courses Oriented To The Key Competencies Of The Subject

Cultivating key competencies is the basic pursuit of current education reform,and discriminative learning is the main learning mode advocated by ideological and political discipline in senior high school in the new round of curriculum reform.The implementation of discriminative learning is not only conducive to the improvement of students’ critical thinking ability and learning ability,but also can improve students’ ability to participate in social life,promote the cultivation of the subject key competencies,and implement the fundamental task of cultivating morality and cultivating people.Therefore,taking the key competencies of the subject as the starting point and the end point,the implementation of discriminative learning into the teaching process of high school ideological and political courses is not only the requirement of the development of high school ideological and political subjects,but also the need of students’ development.The thesis mainly studies the discriminative learning of high school ideological and political class from six aspects.In the beginning,it mainly analyzes the relevant research status at home and abroad,expounds the significance,theoretical basis and reference,research ideas and methods,research difficulties and innovations of discriminating learning in high school ideological and political courses.Firstly,it expounds the meaning and curriculum basis of discriminative learning: Based on the summary of different goal-oriented learning styles of ideological and political courses in senior high schools since the founding of the People’s Republic of China,this paper discusses the implication of discriminationoriented learning under the subject key competencies,and clarifies the curriculum basis of discrimination-oriented learning of senior high school ideological and political courses,including activity subject curriculum as the basis,issue deepening as the process,and subject key competencies as the objective.Secondly,the paper discusses in detail the implementation process of discriminative learning in high school ideological and political courses,mainly from the perspective of students,including the process of knowledge and thinking preparation--building knowledge and making value judgments--transferring practice to promote value selection.Then,it systematically expounds the implementation requirements of discriminative learning in high school ideological and political courses,including ensuring one premise and one guarantee: ensuring that students are actively participating in learning,and implementing the guarantee of teachers’ organization and value leadership.Then,based on the research on discriminative learning of ideological and political classes in high school in Part II and III,the paper designs the outline of student questionnaire survey and teacher interview on "the status quo of the implementation of discriminative learning of ideological and political classes in high school",in order to understand the status quo of the implementation of discriminative learning in front-line teaching and analyze the problems and their causes.Finally,based on the problems and causes in the investigation,this paper proposes improvement strategies for discriminative learning from the perspectives of teachers and students: first,students’ subjective position in discriminative learning should be firmly established;second,teachers’ guiding role in the implementation of discriminative learning should be highlighted;third,students should internalize ideological and political views around the discriminative theme.Through these strategies,we hope to achieve the unity of the reality and the ought of discriminating learning in the ideological and political class of senior high school.The study of discriminative learning in senior high school ideological and political course is a long-term task.On the one hand,it is necessary to enrich the experience of discriminative learning in promoting senior high school ideological and political course teaching through continuous teaching practice;On the other hand,it is necessary to improve the theoretical basis of discriminative learning in senior high school ideological and political class through the deepening of teaching practice.It is believed that with the deepening of relevant research and the continuous advancement of the practice process,the understanding of discrimination-oriented learning of ideological and political courses in high school guided by subject key competencies will be more profound,and it will be more guiding for the cultivation of students’ subject c key competencies.