Research On The Teaching Design Of Problem-based Learning(PBL) In Senior High School Ideological And Political Courses

With the development of the times,the reform of basic education is deepening,and the ideological and political courses in senior high schools are constantly changing teaching methods and innovating teaching methods.Problem-based learning(PBL)is a kind of teaching method in which students solve ill-structured problems through independent thinking and group cooperative inquiry in real situations,carry out targeted and practical learning,and help students achieve the unity of knowledge,belief and practice."Standards for ordinary senior high school ideological and political curriculum(2017 edition and 2020 revision)"(hereinafter referred to as the new curriculum standard)proposes that senior high school ideological and political courses should promote students to change their learning methods,cultivate their innovative spirit and improve their practical ability through the creation of problem situations and the participation of social practice activities.Problem-based learning(PBL)meets the requirements of the new curriculum standard.At the same time,problem-based learning(PBL)follows the suggestion in new curriculum standard that senior high school ideological and political courses should make full use of modern information technology to expand educational resources and educational space.It conforms to the trend of education development in the era of information technology,and becomes an effective teaching method to break the barriers of traditional teaching methods,improve the effectiveness of senior high school ideological and political courses,and realize the innovation of senior high school ideological and political courses.Therefore,problem-based learning(PBL)is gradually entering the field of senior high school ideological and political courses.Although problem-based learning(PBL)has gradually entered the ideological and political courses in senior high school,the research on the instructional teaching design of problem-based learning(PBL)is relatively few.Teaching design is the bridge between theory and practice,and the forerunner of teaching process.Teachers’ full and effective teaching design can clarify the relationship between the elements of teaching links,grasp the overall teaching rhythm,and complete the teaching practice better.The real integration of situation and problem,the scientific and reasonable learning grouping,and the detailed teaching evaluation in problem-based learning(PBL)are inseparable from the perfect teaching design.Based on the above reasons,this paper takes the problem-based learning(PBL)teaching design of senior high school ideological and political course as the research object,and studies from the following four parts :The first part is the introduction.This part expounds the research background and significance of this paper,the research status at home and abroad,the research ideas and methods as well as the research focus and innovation points of this paper,and systematically introduces the research topic of this paper.The second part mainly summarizes the related contents of problem-based learning(PBL)teaching design in senior high school ideological and political courses.First of all,the problem-based learning(PBL)teaching design is summarized,and the concept of problem-based learning(PBL)and teaching design,the links and characteristics of problem-based learning(PBL)instructional design are clarified,which lays a conceptual foundation for subsequent practical investigation.Secondly,it analyzes the value of problem-based learning(PBL)teaching design in senior high school ideological and political courses.Thirdly,it expounds the theoretical basis involved in the research,combines the theoretical basis with the specific content of the paper,and improves the scientific nature of the paper writing.Finally,the principles of problem-based learning(PBL)teaching design in high school ideological and political courses are analyzed,and the measurement standards for specific optimization measures are proposed for research.The third part mainly through the questionnaire survey,interview analysis and actual view to understand the existing problems in the design of problem-based learning(PBL)and analyze the causes.Firstly,through the analysis of the results of questionnaire,actual view and interview,it is found that there are still some problems in the teaching design of problem-based learning(PBL)in senior high school ideological and political courses,such as the mechanization of situation design,the shallowness of problem design,the arbitrariness of problem solving design and the simplification of evaluation design.Secondly,through the analysis of the existing problems,three reasons are summarized :teachers lack in-depth analysis of the learning situation,teachers’ traditional design concepts are difficult to change,and teachers’ deep design ability needs to be improved.The fourth part is the main part of the full paper.Based on the problems in the investigation,this part explores the specific optimization measures of problem-based learning(PBL)teaching design in high school ideological and political courses.Firstly,it puts forward specific measures for the optimization of teaching situation design from three aspects: analyzing students’ learning situation,capturing current political resources and innovating situation form.Secondly,it puts forward suggestions for the improvement of teaching problem design by highlighting the inferior structure of problems,improving the integration of problems and enhancing the political nature of problems.Thirdly,through the optimization of learning groups,teaching procedures and teaching space,it provides an optimization method for standardizing problem solving design.Finally,specific measures are proposed to improve the design of the evaluation system from improving the frequency of diagnostic evaluation,breaking the traditional evaluation paradigm and refining the teaching evaluation criteria.