Research On Strategies For Creating Thematic Situations In High School Ideological And Political Classroom Teaching

The new round of education and teaching reform proposes to strengthen the main role of the classroom,attach importance to situational teaching,and effectively improve the quality of classroom teaching.The "Curriculum Standards for Ideological and Political Education in Ordinary High Schools(2017 Edition,2020 Revision)" also clearly states that "theme oriented,contextualized curriculum content,and promoted the implementation of core competencies in the subject".Faced with these new requirements,high school ideological and political course teachers urgently need to change their teaching methods.Creating thematic contexts is an effective way to improve the quality of high school ideological and political classroom teaching.It can build a good platform for students to showcase their core competencies in the subject,better stimulate students’ interest in learning,and thus improve the effectiveness of ideological and political classroom teaching.In recent years,there have been some attempts and experiences in creating thematic contexts in high school ideological and political classroom teaching.However,there are still some shortcomings that may ultimately deviate from the original intention of creating thematic contexts.Therefore,this study focuses on the creation of thematic contexts in high school ideological and political classroom teaching.Based on a summary of existing research results at home and abroad,various research methods are used to preliminarily explore how to better create thematic contexts to carry out high school ideological and political classroom teaching work.Firstly,based on the review and analysis of existing research results,this study clarifies the research ideas and explores the significance and innovation of this study.Secondly,focusing on the theoretical overview of issues related to thematic contexts,comprehensively analyzing their relevant concepts,summarizing the characteristics of thematic contexts in high school ideological and political classroom teaching,and elaborating on their relevant theoretical basis,summarizing the significance of creating thematic contexts for high school ideological and political classroom teaching,providing theoretical support for the following text.Once again,research is conducted around the current situation of creating thematic contexts in high school ideological and political classroom teaching.Through questionnaire surveys and interviews,the effectiveness of creating current thematic contexts is understood,and it has been found that there are main problems in the creation,such as concise and rigid themes,single means of use,strong theoretical selection of materials,difficulty in controlling teaching rhythm,and formality in process evaluation.Subsequently,a causal analysis will be conducted from five aspects: the subjective willingness of teachers to create thematic contexts,their understanding and ability to create thematic contexts,students’ "stereotypes" of ideological and political courses,teachers’ workload,and relevant teaching facilities and case resources in the school.Finally,based on the educational philosophy of teachers,teaching design before teaching,teacher guidance during implementation,comprehensive evaluation after teaching,and strengthening reflection and optimization after creation,corresponding ideas for creating thematic contexts are proposed,in order to better demonstrate the teacher’s leadership,enhance students’ subjectivity awareness,optimize the creation of thematic contexts,and improve the effectiveness of ideological and political classroom teaching,Ultimately,we will better implement the cultivation of core competencies in high school ideological and political disciplines,serving both teaching and learning.