| Under the guidance of the new curriculum standards and the new college entrance examination,guiding students to discover,analyze,and think about problems has become a basic task of high school ideological and political courses.The problem chain teaching method,which takes problems as the starting point and link,echoes the problem orientation and problem awareness,and becomes a new path for the teaching of high school ideological and political courses in the new era.How to match the "key" of problem chain in high school ideological and political courses,avoid problem teaching becoming a teaching problem,and thus improve the quality and efficiency of high school ideological and political courses,is an urgent problem to be solved.the current political hot spots,while following the principles.Secondly,in terms of teaching facilities,teachers should renew their ideas and dare to try new teaching methods,constantly learn to improve the application ability of the problem chain teaching method,and schools should create good conditions to support the problem chain teaching method.Thirdly,in terms of teaching evaluation,we should optimize the problem chain teaching evaluation,and strive to make the evaluation content multifaceted,the evaluation subject diversified,and the evaluation method diversified.The fifth part,according to the requirements of the new curriculum standard,takes the box of compulsory course IV "Universality,Objectivity and Diversity of Connections" as an example to intuitively show how to apply the problem chain teaching method in the ideological and political course of senior high school.Based on theoretical basis and empirical investigation,this article discusses the problems existing in the application of problem chain teaching method to ideological and political courses in high schools,and gives countermeasures and suggestions based on the content of textbooks.This article mainly includes the following five parts: The first part,starting from the overview of relevant theories,clarifies the connotation and characteristics of the problem chain teaching method,understands its complementary advantages with similar teaching methods,and analyzes the theoretical basis of the problem chain teaching method.The second part is to grasp the application objectives of the problem chain teaching method and prove its application and promotion value in the ideological and political teaching of high school.In the third part,based on internship experience and survey interviews,it is found that teachers have a high degree of recognition for the problem chain teaching method,and students have a high degree of participation in the problem chain teaching classroom.However,there are still misunderstandings in the specific operation of the problem chain teaching method among teachers,which are manifested as follows: the logic of the problem chain design is not strong,and the problem chain construction is eliminated;The problem chain design is straightforward and reduces the infectivity of the problem chain;Problem chain situation square pegs and round chisels,reducing the attraction of the problem chain;The question chain is pursued without discussion,which affects the problem chain identity,etc.These problems are mainly caused by teachers’ inaccurate understanding of the problem chain teaching method and their insufficient abilities,students’ lack of subjective learning awareness,and inadequate evaluation of the problem chain teaching.The fourth part,aiming at the existing difficulties of the problem chain teaching method,gives solutions from three aspects: problem chain design,teaching implementation,and teaching evaluation.First,in the design of problem chains,the principle of "three combinations" should be followed,namely,the combination of integrity and locality,the combination of purpose and hierarchy,and the combination of science and interest.At the same time,the acquisition of the issue chain can borrow from the curriculum issues,originate from student life,and select current political hot spots.Secondly,in terms of teaching implementation,teachers should update their concepts,dare to try the problem chain teaching method,constantly learn and improve their ability to apply the problem chain teaching method,and schools should create good conditions to support the problem chain teaching method.Thirdly,in terms of teaching evaluation,it is necessary to optimize the problem chain teaching evaluation,strive to diversify the evaluation content,diversify the evaluation subjects,and diversify the evaluation methods.The fifth part,taking the compulsory box "Universality,Objectivity,and Diversity of Connections" as an example,intuitively presents the scientific application of the problem chain teaching method in the ideological and political course of high school. |
