A Research On Teaching Strategies For High School Ideology And Politics Classes To Promote Deep Conceptual Learning

In the context of the intelligent information age,deep learning,which points to deep knowledge understanding and critical thinking,has become a trend in today’s educational reform.Deep learning is an important path to implement core literacy,and one of its important manifestations is the conceptual transformation of students.Students’ conceptual transformation requires teachers to guide them strategically;therefore,the ultimate goal of concept teaching is to promote students’ deep conceptual understanding.On the other hand,through classroom observations,the study reveals the actual situation of conceptual teaching in politics and explores teaching experiences,summarizes and summarizes conceptual teaching strategies that point to deep conceptual understanding,and suggests corresponding suggestions for teachers’ conceptual teaching from different dimensions.The study found that teachers of high school politics courses have a high degree of recognition of teaching politics concepts and are able to spend some time on explaining and processing concepts in the classroom,especially the expert teachers have formed a systematic view on the perception of concept teaching.However,this study also found that due to the constraints of teachers’ own professional knowledge and external conditions,teachers have certain dilemmas and problems in dealing with the relationship between concepts,developing conceptual teaching context materials,choosing conceptual teaching methods,and guiding students to achieve deep understanding of concepts.Based on this,the author proposes suggestions for better conceptual teaching that points to deep conceptual understanding in politics from three aspects: teacher education level,teacher personal level,and summary of teaching strategies.The first chapter defines the core concepts of this study,focusing on "concept teaching","conceptual teaching of politics","deep learning" and "concept teaching for deep conceptual understanding".The first chapter defines the core concepts of this study,and reviews the domestic and international literature around the four terms of "concept teaching","conceptual teaching","deep learning" and "concept teaching for deep understanding".Chapter 2 constructs a framework for analyzing the teaching of conceptual deep learning in high school ideology and politics by clarifying the theoretical basis and meaning of conceptual deep understanding,analyzing the connotation of conceptual deep understanding and its influencing factors,and combining the characteristics of conceptualization in high school politics.Chapter 3analyzes the interview results,explores the current dilemmas and causes of the teaching of politics and Political Science concepts by high school teachers,and summarizes teachers’ experiences.Chapter 4 takes the concept of "new development concept" as an example,and selects five representative high school open classes on politics to analyze them in terms of "subject structure","problem context","interactive participation",and "interactive learning".The study also explores four dimensions: "subject structure," "problem context," "interactive participation," and "variable practice," to explore empirical strategies that promote students’ deep understanding of the concept.Chapter 5 summarizes the findings of the study,improves and optimizes the teaching analysis framework,and makes suggestions from three aspects: teacher education,individual teachers,and the summary of teaching strategies.