Research On Assignments Design For Senior High School Ideological And Political Courses Towards The Development Of Learning Endogeneity

The key to a successful ideological and political course lies in teachers,which indicates that the enthusiasm,initiative,and creativity of teachers should be brought into full play during the process of education and teaching.Similarly,the implementation of high-quality ideological and political assignments can hardly do without the delicate design of assignments by teachers.In 2021,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the“Opinions on Further Reducing the Assignments and Extracurricular Training Burden of Students in Compulsory Education”,insisting on the principle of student-oriented and reducing students’ extracurricular academic burdens.The main and most direct manifestation of students’ academic burden is their assignments burden.Therefore,to truly alleviate the academic burden of high school students,it is necessary to re-examine and reflect on the current assignment ecology.At the same time,education in the 21 st century focuses on cultivating students with essential qualities and key abilities that can adapt to lifelong development and social needs.As the internal driving force and strength of students’ development,the cultivation of “learning endogeneity” is conducive to the cultivation of students’ key competences and the implementation of the fundamental task of high moral values establishment and people cultivation.Therefore,guided by the goal of developing students’ “learning endogeneity”,this thesis conducts research on the optimization of assignments design of high school ideological and political courses.This article conducts research on the design of high school ideological and political course assignments that focus on the development of “learning endogeneity”,following the approach of raising questions,analyzing problems,and solving problems.It mainly consists of four parts: the first part provides a detailed interpretation of the design of high school ideological and political course assignments and the relevant connotations of“learning endogeneity”.At the same time,based on the current educational and teaching reality,the significance of designing assignments for high school ideological and political courses aimed at the development of “learning endogeneity” is explained.The second part analyzes current problems of high school ideological and political assignments in developing students’ “learning endogeneity” through interview and questionnaire survey methods.The results indicate that current assignments design has five problems,including the deviation in goal design,reducing students’ endogenous motivation;overload quantity design,compressing students’ endogenous space;the monotonous formal design,reducing students’ endogenous interest;inadequate situational design,weakening students’ endogenous soil;single evaluation design,limiting students’ endogenous effects.The third part analyzes the reasons for the problems in assignments design,starting from such aspects as the relative traditional concept of assignments design,insufficient preparation for assignments design,immature mechanism of assignments design,and the related influence of external factors.It conducts a detailed analysis of the relevant influencing factors of each subject,element,and stage.Based on the current problems and reasons in assignments design,guided by the goal of developing students’ “learning endogeneity”,and combined with specific assignments design cases,the fourth part analyzes the optimization way of assignments design,which mainly includes the following aspects: updating assignments design concepts,innovating assignments design forms,optimizing assignments design scenarios,and improving assignments evaluation mechanisms.