Research On Optimization Strategies For The Implementation Of High School Ideological And Political Discrimination Teaching

The Ideological and Political Curriculum Standard for Ordianary High Schools(2017Edition,2020 Revision)makes relevant explanations for the implementation suggestions of ideological and political courses in high schools,and puts forward "strengthening discrimination and choosing a learning path guided by positive values".So,for high school ideological and political teachers,they need to consider how to implement "leading discrimination" discrimination teaching,leading students to identify,firmly believe in,and consciously practice socialist core values,always adhere to the correct political direction and achieve effective value guidance for students.Therefore,it is of great significance to study the implementation of discrimination teaching in high school ideological and political education.Starting from the definition of the concept of discrimination teaching,this article analyzes the relationship between high school ideological and political discrimination teaching and activity oriented subject courses,topics,and core competencies of ideological and political subjects.Based on this,the concept of high school ideological and political discrimination teaching is clarified,and its characteristics and significance are analyzed.High school ideological and political discrimination teaching is deeply rooted in theoretical soil,and its main theoretical basis and reference are Marxist contradiction theory,value clarification theory,and constructivist theory.High school ideological and political discrimination teaching is not a teacher’s habit.Its implementation must follow certain steps,that is,to determine the discriminative topic,design the discriminative activities-create the discriminative situations,present the discriminative problems-carry out the discriminative activities,reasonably guide the discrimination-summarize and upgrade in time,make rational choices-deeply reflect on teaching,improve the teaching effect-multiple objective evaluation,and play the evaluation function.At the same time,it is also necessary to meet certain requirements,that is,to balance the process and conclusion of differentiation,coordinate guidance and openness,and integrate ideological connotations and forms of differentiation.Only in this way can the value of high school ideological and political discrimination teaching be fully utilized,students’ critical thinking ability and subject core literacy be improved,and value guidance be effectively strengthened,thereby enhancing the effectiveness of high school ideological and political courses.Through student questionnaire surveys and teacher interviews,it was found that the current implementation of high school ideological and political discrimination teaching by teachers has achieved some good results,such as widespread attention to discrimination issues,rich and diverse forms of discrimination activities,and the initial incentive nature of discrimination evaluation.However,there are also some urgent issues that need to be addressed,such as the lack of adaptability in identifying issues,the lack of effectiveness in identifying situations,inefficient organization of identifying activities,the tendency of identifying activities to become mere formality,and the lack of effectiveness in identifying evaluations.The main reasons are the constraints of teachers’ ability to implement differentiated teaching,the limitations of students’ ability to adapt to discrimination teaching,and the constraints of the existing teaching to the test evaluation system.In response to the problems and causes of implementing high school ideological and political discrimination teaching,this paper explores and proposes optimization strategies for the implementation of high school ideological and political dialectical teaching from six dimensions: carefully setting dialectical topics,cleverly creating dialectical situations,improving students’ analytical literacy,reasonably guiding dialectical activities,extending the achievements of dialectical activities,and improving the evaluation mechanism.