A Study On Issue Design Of High School Thought And Politics Classes

The issue-based teaching mode is an important realization path for shaping high school ideology and politics into an activity-based subject curriculum,an important direction for the current reform of high school ideology and politics curriculum practice,and an important support for the implementation of core literacy in high school ideology and politics.Issue design is the key step of issue-based teaching,and it is also the first step that teachers must pay attention to and implement when teaching issues.Based on the important role of issue design in the implementation and application of issue-based teaching in senior high school ideology and politics,this paper studies issue design in senior high school ideology and politics class from the perspective of teachers,taking the issue design in Compulsory 1 Socialism with Chinese Characteristics of the Ministry of Education’s senior high school ideology and politics textbook as an example,and elaborates in the following four parts.The first part explains the concept of issue design,the meaning of issue design and the basic principles to be followed in issue design.The second part analyzes the current situation and problems of issue design in the Compulsory 1 Socialism with Chinese Characteristics textbook.Through questionnaires,interviews and internship visits,we found that the current issue-based teaching in high school thought class from the teacher’s point of view,the main problems in the issue design of Compulsory 1 Socialism with Chinese Characteristics textbook are The main problems are: the sources of topics are not broad enough,the process of topic design lacks standardization,and the space for interactive discussion of topic design is narrow.There are three reasons for these problems: teachers’ lack of innovative exploration of issue resources,teachers’ awareness of the paradigm of issue operation needs to be improved,and teachers’ insufficient research on the basis of learning situations.In the third part,based on the above analysis of the problems and causes of issue design,and combining the high school ideological and political science curriculum standards and the basic principles of issue design,we propose the following countermeasures from teachers’ perspectives: firstly,we should update teachers’ teaching concepts and strengthen their awareness of issue design;secondly,we should clarify the requirements of issue design and improve teachers’ ability to operate issues;finally,we should study the learning situation and optimize the generation of issue pre-design.The fourth part is an example of issue design for high school ideology and politics,taking the frame of "The Theory and Practice of Scientific Socialism" in the Compulsory1 textbook as an example,and showing the example of issue design process from two aspects: issue design preparation and issue design sequencing steps.In order to meet the diverse needs of students and transform the teaching methods to develop their core literacy,it is necessary to conduct research on the issue design process.From the "four" to the "six",the standards for ideology and politics teachers are increasing in the new era.As the main researcher and implementer of issue design,teachers conduct issue design research to analyze its problems,and issue design research based on teachers’ perspective is the focus of this paper.