Research On The Concept Learning Obstacles Of Ideological And Political Courses In Senior High School

"Concept" is the most fundamental step in understanding things,and concept learning is the basis for learning the ideological and political courses.Due to the decrease of the total number of concepts in textbooks and the tight progress of concept teaching,there are various obstacles to the concept learning of ideological and political courses in senior high schools,which require the attention and solution of the teaching and research community.Based on Cognitive Learning Theory,this research adopted the concepts in the compulsory three "Politics and Law" volumes as a case study.Students were tested on concepts to gain a basic understanding of the types and causes of concept learning obstacles in high school ideological and political courses.The main content of the study is as follows: The first part is an introduction,including literature review,research significance,innovation,theoretical basis and design ideas.The second part analyzes and classifies the concepts in the compulsory textbook "Politics and Law",and divides them into three types: factual concepts,principle concepts,and procedural concepts based on the three dimensions of "what,why,and how".The third part explores the causes and types of concept learning in the textbook "Politics and Law" through test analysis based on internship experience.The fourth part proposes specific principles and strategies for solving obstacles based on the types of obstacles discussed earlier,which can further expand and improve the teaching mechanism and solutions of the third compulsory textbook "Politics and Law" in high school.Research has found that there are four kinds of barriers in the concept learning process of politics and law: motivation barriers,understanding barriers,memory barriers and application barriers.Motivation barriers refer to the problems caused by students’ lack of interest in ideological and political courses,insufficient understanding and undesirable attitude.Understanding barriers refer to the problems caused by students’ weak political discipline foundation,pre-concept disturbance and whether teachers can choose appropriate concept teaching methods.Memory barriers refer to the problems caused by students’ rejection of the concept memorization of ideological and political courses,undesirable retention and the ability to effectively form conceptual structures.Application barriers refer to the problems caused by relying on the first three links,insufficient migration application capabilities and improper application methods.For the above four types of concept learning obstacles,the paths to breakthrough in teaching,learning and assessment are as follows: for motivation barriers,the breakthrough paths include guided pre-study,cooperative group learning,and storytelling and living of concepts;for comprehension barriers,the breakthrough paths include rational construction of connections,smart use of concept maps,and activity-based strategies;for memory barriers,the breakthrough paths include comparison of related concepts,effective review,and sorting out knowledge structures;for application barriers,the breakthrough paths include innovative vehicles and forms,homework strategies and test guidance strategies.Since each optimization path is not unique,it is necessary to use various paths in an integrated and flexible manner in order to better overcome the concept learning obstacles in high school ideological and political courses.