| To run ideological and political courses well,the most radical thing is to fully implement the Party’s educational policies and solve the fundamental issues of who,how,and for whom to train people.Apparently,as a key course to implement the essential task of establishing morality and cultivating people,ideological and political courses have both obvious moral and ideological characteristics.The people they want to "cultivate" are the talents required for the socialist modernization cause,the builders and successors required by the party and country,and it is self-evident that they shoulder the responsibility to guide their life outlook,worldview,and values.As a result,ideological and political courses should play a leading value orientation in the teaching process,and implement the educational function of establishing morality and cultivating people.As one of the important teaching methods advocated by the ideological and political curriculum standards in senior high schools,dialectical teaching plays a unique role in value guidance compared to other teaching methods.In addition to understanding the "will" level of students in learning rational knowledge,high school ideological and political courses also need to address the "believe it or not" level.It is difficult to achieve value guidance through boring and single teaching.In the "Curriculum Standards for Ideological and Political Courses in Ordinary High Schools(2017 Edition,2020 Revision)"(hereinafter referred to as the new curriculum standards),it is pointed out that "it is necessary to demonstrate viewpoints through example analysis,deepen understanding in value conflicts,improve understanding through comparison and identification,expand horizons in inquiry activities,and lead students to identify and firmly believe in socialist core values." [Ministry of Education of the People’s Republic of China.Curriculum Standards for Ideological and Political Courses in Ordinary High Schools](Revised in 2017 and 2020)"Only by experiencing differentiation can we achieve true value guidance." It can be seen that dialectical teaching is an important path and teaching modality for value guidance in high school ideological and political courses,but how to make good use of the value guidance oriented dialectical teaching in high school ideological and political courses still needs to be further deepened.Based on this,this article conducts a research on the value oriented dialectical teaching strategy of high school ideological and political courses.The full article is divided into six parts to launch.The first part is the introduction.The following sections are principally introduced.Firstl y,the research content is determined based on the new curriculum standards,theoretical devel opment,and practical needs.Then explain the significance of the study from both theoretical and practical perspectives.Secondly,the research status of this article is determined on the ba sis of consulting literature and books.Finally,based on the actual situation of the study,the re search ideas,methods,key and difficult points,and innovations of this article are clarified.The second part is theoretical analysis.On the basis of collating and researching a certain amount of literature,first of all,it defines the concepts of teaching strategies,differential teac hing,differential teaching of high school ideological and political courses,and differential tea ching strategies of high school ideological and political courses.Secondly,it clarifies the inter nal relationship between value guidance and the dialectical teaching of ideological and politic al courses in high schools.It is indicated that the dialectical teaching of ideological and politic al courses in high schools is an significant teaching form of value guidance,and value guidan ce is the fundamental orientation of the dialectical teaching of ideological and political course s in high schools.Moreover,it analyzes the important value of value leading and analytical te aching of ideological and political courses in high schools.Finally,it analyzes the analytical fr amework of the value oriented analytical teaching strategy for high school ideological and pol itical courses,providing a theoretical basis for subsequent writing.The third part is the study of pre class preparation strategies.According to the generality of pre class preparation and the main body of teaching,the class preparation strategy in this ch apter focuses on value guidance from two aspects: teachers’ own quality preparation and teach ing design preparation.Among them,teaching self literacy preparation includes three aspects:updating education and teaching concepts,strengthening the awareness of value guidance,an d improving the ability to differentiate and analyze teaching;The preparation of teaching desi gn includes six aspects: formulating teaching objectives for value guidance,grasping the starti ng point of learning emotions for value guidance,setting up a theme for value guidance,creati ng an analysis scenario conducive to value guidance,excavating useful analysis teaching mate rials,and planning a clear analysis teaching process.The fourth part is the research on implementation strategies in class.This article mainly e laborates on the application of value oriented discrimination teaching in high school ideologi cal and political courses,including creating appropriate discrimination situations,helping stud ents understand the theme of discrimination,reasonably guiding the process of discrimination,and summarizing and sublimating the results of discrimination.This part is both the focus an d difficulty of this article.The fifth part is the study of after-school improvement strategies.This section aims to en hance the effectiveness of value oriented and analytical teaching of ideological and political c ourses in senior high schools.It discusses three aspects: providing targeted exercises through homework design,correcting value deviations through teaching evaluation,and focusing on v alue guidance through teaching reflection. |
PDF Full Text Request