Research On The Use Of "Big Concept Teaching" In Teaching High School Ideology And Politics Classes

The preamble of the General High School Ideological and Political Science Curriculum Standards(revised in 2017 and 2020)points out that it emphasizes the subject’s big concept as the core to lead the curriculum reform,and puts forward the new teaching method of "big concept teaching",because it promotes the innovation of classroom teaching mode,which is the advantage of the previous teaching method.The "big concept teaching" is now gradually becoming a hot topic of research in the domestic education sector,and has been tried and studied by many scholars and front-line teachers in high school ideology and politics.Due to the abstract and practical nature of the high school ideology and politics curriculum,and the constraints of the teaching environment,the current use of "big concept teaching" in high school ideology and politics classes faces some difficulties,making it difficult to implement in practice.In view of this,we choose to study the use of "big concept teaching" in high school ideology and politics class as the research theme,in order to provide reference for teachers of Civics to implement "big concept teaching" through the research.Taking cognitive learning theory,constructivist learning theory and Marxist system view as the research perspective,borrowing the science subject-style big concept teaching model,using questionnaires and interviews as the investigation method,and using IBM SPSS Statistics 26 statistical analysis software for analysis,we creatively constructed the "big concept teaching The framework of the analysis of the use of "big concept teaching" in high school ideology and politics is creatively constructed.On the one hand,we study the implementation of "big concept teaching" methods in the past and at present in China and abroad.First,we review the implementation of the "big concept teaching" method by teachers in schools and universities through documentary analysis,and find that foreign research,especially in science subjects,has started early and has sufficient implementation experience,and the construction of the social studies curriculum in the United States is the prototype of"big concept teaching We found that the social studies curriculum in the United States is the prototype of "big concept teaching",which can be applied to the implementation of liberal arts subjects.Secondly,through the literature analysis method,we understand the current state of the implementation of "big concept teaching" by primary and secondary school teachers in China,and believe that the implementation of "big concept teaching" is based on the experience of science subjects and gradually infiltrated into political science subjects.Through questionnaires and individual interviews,we found that teachers’ professional awareness of "big concept teaching" in Civics is low,students’ inherent way of thinking is not conducive to participation in "big concept teaching",and traditional fragmented teaching hinders the implementation of "big concept teaching"."This is due to the teachers’ lack of initiative to update the concept of "big concept teaching",their unfamiliarity with the basic aspects of it,the single way to acquire theoretical knowledge,and the lack of effective teaching evaluation criteria.Third,in terms of evaluation system,the subject department does not fully grasp the teaching requirements of the college entrance examination evaluation system,and does not thoroughly study the implementation requirements of the new curriculum standards and the evaluation of the whole teaching process of "big concept teaching".The evaluation quality system of the whole teaching process of "teaching" is not perfect.Finally,based on the analysis of the questionnaires distributed and recovered by teachers or students in High School A in Heyuan,High School B in Shanwei and High School C in Xinyi,as well as the three-month internship of listening to,preparing for and teaching in the classroom in the secondary school affiliated to Guangzhou University from September 2022 to December 2022,combined with the above attribution analysis,we put forward the "big concept teaching " First,to change teachers’ concepts and improve their professionalism of "big concept teaching",we should firmly grasp the requirements of curriculum standards and the basic aspects of "big concept teaching",create classroom Second,to change the concept of students and expand the learning ability of "big concept teaching",that is,to change the learning style,to train the subject thinking,to build up the subject knowledge reserve and to improve the ability of cooperative inquiry;Third,to change the evaluation mode and optimize the evaluation design of "big concept teaching".The evaluation design of "big concept teaching" must be oriented to the assessment of college entrance examination,grasp the direction of "big concept teaching",implement the standards of "big concept teaching" with the learning objectives as the orientation,and guarantee the quality of "big concept teaching" from the perspective of multiple evaluations.The quality of "big concept teaching" is guaranteed from the perspective of multiple evaluations.