The Application Research Of Large Units Teaching In High School Ideological And Political Courses

The large-unit teaching of high school ideological and political courses starts from the curriculum standards,is based on core literacy,integrates teaching content with major themes,forms a holistic and logical teaching system,respects students’ subjective status,promotes students’ deep learning,and better implements the core literacy of political science by creating real situations.Accordingly,the author investigates the application status of large-unit teaching in high school ideological and political courses,discovers problems,analyzes their causes,puts forward implementation principles and strategies,and designs teaching on this basis.This article consists of five parts.The first part introduction mainly explains the origin of the choice of the topic of this paper,integrates the status of research on large-scale education at home and abroad,explains the academic relevance and practical significance of the research conducted in this paper,and explains the research ideas and methods of this paper.The second part is an overview of relevant theories,first defining the concept of large-unit teaching,and then expounding the relevant theoretical support of large-unit teaching from general system theory,humanistic learning theory,constructivist learning theory and recent development area theory,pointing out the importance of large-unit teaching in high school ideological and political courses,which is mainly reflected in four aspects: conducive to students’ deep learning,conducive to implementing the core literacy of political disciplines,conducive to improving the professional level of ideological and political teachers,and conducive to completing the fundamental task of cultivating morality and cultivating people.The third part analyzes the application of large-unit teaching in high school ideological and political courses through questionnaire survey.First of all,the results of large-unit teaching in high school ideological and political courses are mainly reflected in: first,it promotes students’ learning,improves students’ enthusiasm for learning,masters knowledge more profound and lasting,and enhances learning ability;Second,most teachers can correctly understand "large-unit teaching" and understand the connotation,necessity and significance of large-unit teaching.At the same time,some problems in the application of large-unit teaching in high school ideological and political courses are analyzed: first,large-unit teaching has less time in high school ideological and political courses;Second,the creation of situations is detached from reality;Third,the model is solidified and the teaching method is single;Fourth,teaching evaluation is post-facing,and the design is unreasonable.On this basis,combined with the results of the questionnaire survey and the observation in teaching practice,the causes of the above problems are analyzed: first,the teaching background and environmental reasons,including the high pressure of the new college entrance examination reform assessment,too much pursuit of scores and few learning methods of large-unit teaching methods,it is difficult to meet the needs of teachers;Second,teachers’ teaching reasons,including difficulty in lesson preparation,distrust of students’ abilities,and lack of professional ability,which cannot meet the needs of large-unit teaching;Third,the reasons for students’ learning,including the gap between their own literacy and the requirements of large-unit teaching,and the existence of individual differences,and the uneven level of learning.According to the analysis of the problems and causes of the third part,the fourth part puts forward the application principles and strategies of large-unit teaching in high school ideological and political courses,and puts forward practical and effective practical suggestions for the application of large-unit teaching in high school ideological and political courses.Among them,the principles include the principle of systematic,subjective,diversity and hierarchical,and the implementation strategy is to grasp the teaching materials as a whole to determine the center,set up unit goals based on core literacy,carry out reverse design pre-evaluation tasks,create real situations to guide deep learning,arrange open homework to cultivate divergent thinking,and timely summarize and reflect on the shortcomings of improvement.Finally,in the fifth part of this paper,applying the principles and strategies derived from the previous part,the third lesson of the compulsory four compulsory units of the high school political unified edition textbook is designed for a large unit with the theme of "Grasping the Law of the World".