Research On The Application Of Situational Materials In High School Ideological And Political Courses From The Perspective Of Subject Core Literacy

With the promulgation of the "General High School Ideological and Political Curriculum Standards(Revised in 2020)"(referred to as the new curriculum standards),the reform and development of ideological and political courses in high schools in China has entered a new historical stage.The new curriculum standard attaches importance to cultivating students’ core academic literacy.Firstly,it strengthens the design of activities centered on student development,and integrates the elaboration of theoretical perspectives into the themes of social life and student activities through topic discussions,case studies,field research,and writing small papers.The second is the value guidance of the analytical learning process,emphasizing the use of example analysis and presentation of ideas to deepen understanding in value conflicts,improve understanding in comparison and identification,and expand horizons in exploration activities.The third is to advocate comprehensive teaching forms,pay attention to creating situations,guide students to multidimensional observation,explore multiple ways,and conduct comprehensive analysis.Fourth,widely carry out a series of social activities,starting from the growth needs of students,combining academic content with social activities,carrying out colorful social practice activities,and promoting the organic integration of teaching content and forms.To sum up,whether it’s topic discussion,case analysis,or creating situations or comprehensive exploration,situational materials are indispensable as support.This study is based on the core literacy of the ideological and political discipline in high school,combined with the frontline teaching practice of my high school ideological and political course,and aimed at the existing problems in the selection of situational materials,summarizes the reasons and proposes solutions.This study consists of the following five parts:The first part combs the background and significance of the research on the application of situational materials in high school ideological and political courses,conducts in-depth analysis of the research status of "situational materials" and "situational teaching" at home and abroad,and clarifies the research ideas,research methods,and innovations.The second part summarizes the relevant theories and theoretical foundations of situational teaching in high school ideological and political courses,including the meaning and characteristics of teaching situations,the meaning and characteristics of situational materials,constructivist learning theory,situational learning theory,social learning theory,and the core literacy and training objectives of high school ideological and political disciplines.The third part,using questionnaire survey,classroom observation,and interview methods,investigates the current situation of the use of situational materials in high school ideological and political courses,and elaborates on the survey results,existing problems,and cause analysis.The fourth part discusses the principles for selecting situational materials for ideological and political teaching in high schools based on the core qualities of the ideological and political discipline in high schools,and proposes corresponding strategies for the selection and processing of situational materials for each link of teaching,starting with a complete classroom teaching,including pre class preparation,classroom introduction,autonomous learning,cooperative exploration,and post teaching reflection.The fifth part,taking "Market plays a decisive role in resource allocation" as a teaching case,expounds the practical application of situational materials in high school ideological and political teaching from the perspective of discipline core literacy,and reflects on teaching design and teaching effectiveness.