Research On The Application Of Implicit Educational Resources In High School Ideological And Political Course Teaching

“The ideological and political course should be the dominant course of ideological and political education.Some people have proposed to turn the ideological and political course into a hidden course and fully integrate it into other humanities quality courses,which is wrong.To run socialist education with Chinese characteristics,we should be rightfully open the ideological and political course.At the same time,we should excavate the ideological and political education resources contained in other courses and teaching methods,and achieve all-round education for all staff.”This puts forward higher requirements for the teaching links and process of ideological and political courses in senior high schools.On the one hand,the dominant position of explicit education in the process of ideological and political teaching in senior high schools still cannot change,which provides a methodological significance that can not be ignored for implicit education resources;On the other hand,a single teaching mode is bound to hinder the scientific,modern and long-term process of ideological and political education.We must adhere to the collaborative role of explicit education and implicit education in educating people,while giving full play to the explicit education resources to carry out teaching,we must deeply explore the necessary implicit education resources as a supplement,and strengthen the coupling of explicit education,so as to achieve a teaching effect that is both clear and silent.This study mainly uses the method of literature analysis,multi-disciplinary perspective,observation and investigation,starting from the practice status of hidden educational resources in the ideological and political teaching of high school,taking the front-line ideological and political teachers and students of a model middle school in Zunyi City as the research object,to explore the existing problems in the application of hidden educational resources in the ideological and political teaching of high school,and to analyze the survey results,Then further improve and optimize the existing application path.This paper mainly includes five parts: The first part introduces the article from the research background;The application of hidden educational resources is the urgent need to implement the eight unifications in the new era,to implement the internal requirements of the activity-based curriculum,to break the traditional educational model,and to promote the reform of education and teaching.The second part mainly analyzes the concept,basic types and characteristics of hidden educational resources in the ideological and political teaching of senior high school,and expounds the theoretical basis of this article.The third part,first of all,finds out the existing achievements and shortcomings through literature analysis.Secondly,the questions are preset and the questionnaire and interview outline are made.Through the distribution and recovery of the questionnaire,the result statistics and analysis,it is found that there are the following problems in the application of hidden education resources in the ideological and political teaching of senior high school: the hidden information in the explicit text is insufficient,the hidden materials contained in the teaching activities are insufficient,and the hidden education resources contained in the educational environment are insufficient.The main causes of the problem are as follows: First,the dominant resources are emphasized;Light hidden resources;The second is to attach importance to the resources inside the school and ignore the resources outside the school.The fourth part clarifies the basic principles and process of the application of hidden educational resources in the ideological and political teaching of senior high school.The fifth part,starting from the problems and causes of the investigation,puts forward the application path: first,create a good explicit and implicit teaching environment;The second is to coordinate the explicit and implicit educational resources inside and outside the school;Third,excavate the recessive resources of dominant textbooks;Fourth,give play to the role of implicit education as the main body.Fifth,promote the transformation from "implicit in explicit" to "explicit in implicit" in the classroom.