Research On The Use Of Ideological And Political Unified Textbooks By Senior High School Students In The Context Of Issue Teaching

Since the reform of the new curriculum,the ideological and political course has moved towards an activity-based subject curriculum,and the development of issue-based teaching is an important breakthrough.The new teaching method encourages teachers to use textbooks creatively,but the lack of attention to student-centered textbook use has led to confusion about whether,when,and how students need to use textbooks.After sorting out the research of issue-based teaching,it is found that it naturally requires students to pay attention to the use of ideological and political textbooks,and the level of textbook use is not only the outstanding performance of students’ autonomous learning ability,but also an important factor affecting the implementation of issue-based teaching.Therefore,this study focuses on the students’ behavior of textbook use under the issue-based teaching,and preliminarily constructs the students’ use framework of ideological and political unified textbook in the issue-based teaching through combing the relevant literature.Based on this,nearly a thousand questionnaires were designed and distributed to conduct an empirical survey on the use of ideological and political textbooks for senior high school students in Fujian Province,and the Y High School in Xiamen City was selected for in-depth case study.A total of 25 lessons were observed,12 students and 6 teachers were interviewed,and the real use situation was restored from the data to outline the classroom interaction between teachers and students based on the textbook platform.To reveal and grasp the current situation of students’ behavior of textbook use since the launch of issue-based teaching,including the use characteristics,level,difficulties and related reasons,and hope to provide some guidance and suggestions for students to use at a higher level.At the same time,it also calls on teachers to pay attention to this aspect of learning and make better use of textbooks to promote students’ learning.The research found that:(1)Students’ use of textbooks is generally good,and to some extent,they have moved away from the traditional way of learning,which is of progressive significance.The specific performance is that students have a high degree of independent investment in the use process,and actively use diverse learning strategies.(2)The problems existing in the use of textbooks are prominent and exist in the form of conflicts and contradictions,which focus on: the conflict between the concept of issue-based teaching and the rigid indicators of teaching tasks,the conflict between the need for the development of students’ integrated thinking and the weakening of their integrated ability,the psychological conflict between the over-dependence on teachers and the continuous awakening of students’ awareness of autonomous learning.(3)The main reasons for the above dilemma include high teaching pressure,high threshold for identifying extracurricular resources,lack of instrumental support from schools,lack of practical implementation of unit design concepts,and insufficient external support for teachers.Based on the above conclusions,this study optimizes and supplements the relevant analytical framework,and further explores the path to breaking the above dilemma from the perspective of three main bodies: teachers,students,and education administration.