Exploration Of Situational Creation In The Teaching Of High School Ideological And Political Courses

The focus of the most recent round of educational reform is on the improvement of students’ core literacy.It is noted that the core literacy of high school ideological and political disciplines is essentially the use of the subject’s knowledge and acquired skills to pose problems,analyze problems,and solve problems in practical settings.Contextual teaching methods may be broken down into three steps: scenario development,situational analysis,and context regression.The employment of situational teaching methods in high school ideological and political courses is more conducive to fostering students’ core literacy.The first crucial step is to establish a circumstance.On the front lines of education,it is evident that some instructors’ efforts to create an educational environment still need to be improved,and the environment’s function is not being adequately met.In this work,we study the issues of scenario creation in high school thought and political science education,analyze the causes,and provide optimization strategies to cope with them after summarizing the related research and practices of the predecessor.There are five sections to this article.The first section,Introduction,first explains the motivation behind the topic choice and the significance of the research,then explains the significance of the research and summarizes the state of domestic and international research through a literature review,before introducing the research questions of the paper and the research techniques used.In the second section,"Overview of situation formation in the teaching of high school ideological and political courses," the meaning of situation creation,its theoretical underpinnings,its requirement in such courses,and the guidelines to be followed are briefly introduced.The implementation status of scenario creation in the teaching of high school ideological and political courses,along with the questionnaire survey’s findings,are discussed in the third section,which also examines the effectiveness of scenario creation in the teaching of high school ideological and political courses,as well as any issues that may be present and their causes.The fourth section-the optimization strategy of situation creation in the teaching of high school ideological and political classes-is suggested in accordance with the issues and causes already in place in order to offer a specific point of reference for the real instruction.The fifth section combines the required textbook with the scenario-creation design scheme from the first,second,third,and fourth courses,respectively,and reflects and summarizes it in conjunction with teaching practice.This scenario-creation case is for the teaching situation "Socialism with Chinese Characteristics," which is required for high school ideology and politics.