| To promote the all-round development of students and cultivate new talents of the times,the Ministry of Education introduced a new curriculum standard in 2018 and issued a revised version in 2020.It has become an inevitable trend for teachers to change their teaching methods,thus leading to the emergence of issue-based teaching.Throughout the status of high school ideological and political courses in high schools,issue-based teaching is still in the exploration period of theory and practice,and the new textbooks are required to be compiled by the professor,thus many teachers cannot quickly adapt to,understand and apply this new teaching method.At the same time,the research results of how to deal with the relationship between "discussion" and "lecture" in issue-based teaching in high school ideological and political courses are not remarkable.Based on the reality of the new textbook reform of ideological and political courses in high school,this study aims to conduct research on the connotation definition and current situation analysis of "discussion" and "lecture" in issue-based teaching,clarify the difference and connection between "discussion" and "lecture",and propose effective strategies to integrate the two,so as to help high school ideological and political teachers effectively apply issue-based teaching methods in ideological and political courses.This study mainly includes the following contents:The introduction mainly explains the basic questions of why study,what to study,how to study,and what the innovation point of research is,and clarifies the research objectives and paths.In this study,literature review,classroom observation and interview are adopted to analyze the current situation of "discussion" and "lecture",and teaching case analysis is used to study the integration strategy of "discussion" and "lecture".Centering on the three core concepts of issue-based teaching,discussion and lecture,the first chapter reviews the domestic and foreign literature on issue-based teaching and teaching methods,so as to lay a solid theoretical foundation for this research.The second chapter describes how to implement and investigate the analysis.In addition to the analysis of the instructional design and classroom observation of 11 high school ideological and political teachers,in-depth interviews were conducted on them.Qualitative analysis methods were used to analyze and summarize the contents of the interviews,which laid a solid empirical foundation for the integration strategy of "discussion" and "lecture" in this study.Chapter 3 is about the connotation definition and current situation analysis of "discussion".It clarifies the definition of "discussion" and points out that "discussion" is composed of three elements: topic,discussion,and activity task,and has the characteristics of inquiry participation,structure serialization and open speculation.At the same time,this chapter lists the existing problems in each stage before,during and after the discussion.Chapter 4 presents the connotation definition and current situation analysis of "lecture".It clarifies the definition of "lecture" and points out that "lecture" is composed of three elements: discipline knowledge,logical series,and value guidance,and has the characteristics of cognitive resonance,heuristic architecture,and emotional resonance.As the third chapter,this chapter lists the existing problems in each stage before,during and after lecture.Chapter 5 summarizes the relationship between "discussion" and "lecture" and proposes the integration strategy which is mainly summarized as follows:Before class,it is important to do eight steps: analyzing the course standard,studying the textbook,studying the academic situation,determining the objective,creating the situation,setting up the topic,designing the activity task,and presetting the content of the "lecture".Deviation in any of these steps will affect the effect of "discussion" and "lecture" in actual classroom teaching.During the class,it is necessary to emphasize the four topic types corresponding to different integration strategies.Descriptive topics answer the question of "what" and attach importance to the teacher’s description of specific situations,focusing on guiding students from concrete to abstract.The integration of "discussion" and "lecture" under this topic should be dominated by "lecture" and supplemented by "discussion".Argumentation topics answer the question of "why" and emphasize on improving students’ logical deduction ability,focusing on guiding students from practice to theory.The integration of "discussion" and "lecture" under this topic should be dominated by "discussion " and supplemented by " lecture".Decision-making topics answer the question of "how to do" and emphasize on solving real problems in real situations,focusing on guiding students from theory to practice.The integration of "discussion" and "lecture" under this topic should be dominated by "discussion " and supplemented by " lecture".Evaluation questions answer the question of "how" and emphasize on leveraging materialist dialectical thinking to treat problems,focusing on guiding students from theory to life.The integration of "discussion" and "lecture" under this topic should pay equal attention to "discussion" and " lecture ".After class,it is necessary to constantly improve the "discussion" and "lecture" via evaluation and reflection,which enables teachers and students to grow and get promoted.In conclusion,this study hopes to provide effective strategies for high school ideological and political teachers to use issue-based teaching and to help them deal with the relationship between "discussion" and "lecture".As such,the fundamental task of cultivating virtues and educating people can be implemented in the classroom,and the core literacy of political discipline can take root in the classroom. |
