Research On The Application Of "Learning Guidance" Teaching Method In High School Ideological And Political Courses

As socialism with Chinese characteristics enters a new era,the country is paying more and more attention to ideological and political courses,especially in high schools.It is a key course for implementing the fundamental task of cultivating morality and cultivating people.The "Standard for Ideological and Political Courses in Ordinary High Schools(2017 Edition,2020 Revision)" points out that it is necessary to build an activity oriented curriculum that focuses on cultivating the core literacy of the ideological and political discipline.The application of the "learning guidance" teaching method in ideological and political courses in senior high schools aims to better cultivate and develop students’ core literacy in the ideological and political discipline,achieve the educational value of the ideological and political discipline,and implement the task of "cultivating morality and cultivating people." The first part is the introduction part,which mainly introduces the background and significance of the topic selection,research methods,the main content and innovation of the research,and the research on the relevant literature of the ’ learning guidance ’ teaching method.This article mainly adopts three research methods to study the application of the "learning guidance" teaching method in ideological and political courses in senior high schools,namely,literature research method,interview method,and case analysis method.Firstly,by studying and sorting out the relevant literature on "learning guided" teaching methods,this paper expounds the connotation of "learning guided" teaching methods;Summarize the typical characteristics of the "learning guidance" teaching method;The theoretical basis of the "learning guidance" teaching method is discussed.Secondly,based on the interview results of ideological and political course teachers in front-line high schools and the application experience of the "learning guidance" teaching method in ideological and political courses in high schools,the necessity and feasibility of applying the "learning guidance" teaching method to ideological and political courses in high schools are summarized.Finally,the author takes the "Great Reform and Opening up" in the new edition of Senior High School Ideological and Political Compulsory Course 1 as an example to demonstrate the specific operation process of the "learning guided" teaching method in the teaching of senior high school ideological and political courses.Through practical research on the application of the "learning guidance" teaching method in high school ideological and political courses,this paper summarizes the results achieved by using the "learning guidance" teaching method in high school ideological and political courses,analyzes on the shortcomings of the "learning guidance" teaching method in high school ideological and political courses,and proposes corresponding improvement strategies based on the shortcomings in high school ideological and political courses.Based on this,through theoretical and practical research,it is found that,on the one hand,the use of "learning guidance" teaching methods in ideological and political courses in high schools is conducive to achieving the unity of teaching and learning methods,promoting the optimization of teaching processes,and creating a good classroom teaching atmosphere.On the other hand,there are also some shortcomings in the use of "learning guidance" teaching methods in ideological and political courses in senior high schools.For example,in the cooperative link of "learning guidance" teaching,students lack the motivation to participate;In the intensive teaching link of the "learning guidance" teaching method,the teaching effect is not good;In the guiding link of the "learning guidance" teaching method,the rhythm of teaching is chaotic.In response to the above issues,the author believes that these aspects should be addressed.Firstly,enhance the attractiveness of group cooperation and stimulate students’ enthusiasm for participation;The second is to enhance the teaching influence of teachers and improve the quality of intensive lectures in the classroom;The third is to optimize the classroom teaching structure and strengthen teaching logic.