Research On The Application Of Situational Teaching Strategies In High School Ideological And Political Course

Entering a new era of socialism with Chinese characteristics,the state has paid more attention to the construction of ideological fronts.With the new course standard(2017 edition)published,a new round of curriculum reform also follows.Creating learning situation,designing situation problems,organizing activities of situation,leading situation teaching,situational emotion sublimation and situational learning process evaluation are basic elements of situation teaching of the high school ideological and political courses.Cultivating students’ positive emotions and political quality is the core target.In order to improve the quality of situational teaching of ideological and political courses in schools,this paper is divided into five parts.On the basis of making implementation plans in combination with the actual situation of schools,this paper focuses on the problems existing in front-line teaching and puts forward corresponding solutions.The first part is introduction.It introduces the research reason,defines the "situation teaching" and other core concepts in the article,reviews and evaluates the related research at home and abroad,analyzes of the support for high school thought political lesson situation teaching form constructivist teaching and the situated cognition theory,proposes study plan at the same time,giving the direction for further research.The second part is the practical scheme.It is required that under the guidance of the principle of the unity of situation and scientific rationality,sensibility and sense,and subjectivity and dominance,teachers should construct a "four-degree" teaching situation with the width of thinking,the temperature of educat ion,the heat of The Times and the thickness of history,so as to improve the education function of the situation.Teachers also should establish the "four domains" situational tasks,which contain the theoretical domain of discipline,set the learning situation domain,specify the task domain of discipline,and point to the discipline accomplishment domain,so as to point out the thinking direction for students to complete the situational tasks.Besides,teachers should organize individual independent thinking activities or inter-group cooperative exploration activities to improve students’ independent thinking ability,innovative thinking ability and cooperation ability,and implement the guidance of "three questions",which refers to deconstructing the qu estion by the question,asking the question by the question,and asking the question by the question,so as to deepen the depth of thinking.Through the "double track" interaction between knowledge and situation,the intersection between theoretical logic and situation logic is sought,and the reasonable value is refined.The evaluation of situational learning insists on the "four in one" principle,which coverts situational deconstruction and reasonable construction,reasonable thinking and reasonable language,reasonable cognition and reasonable application,and situational reasonable and emotional value,as well as the "multiple participation" of teachers’ comments,students’ mutual evaluation and students’ self-evaluation.The team construction should be strengthened and the main responsibility should be and clarified according to the actual situation of the school.The third part is the implementation status survey.Research content mainly includes the students’ cognitive situation teaching,situational learning motivation,knowledge,situational problems hearing ability,situational information processing ability,peer cooperation ability,critical thinking ability,rational thinking ability,reasoning,the ability to explore the situation of problems,evaluation ability,identity of theory,positive emotional cultivation,influencing factors,teachers’ situational teaching cognition,learning situation creation,situation problem design,situation activity organization,situation difficulty guidance,situation learning evaluation,situation emotion cultivation and the influencing factors of situation teaching.The fourth part is the analysis of the existing problems and the causes.According to the survey data,students have problems such as weak situational learning initiative,weak situational information interpretation ability,insufficient critical thinking ability,low quality of situational problem demonstration,and low recognition of discipline theory.Teachers have some problems,such as insufficient cognition of situational teaching objectives,low frequency of use of "time period" situations,low quality of situational problem design,unscientific organization of situational activities,poor teaching guidance ability,and single evaluation of situational teaching.As for the attribution of problems,the author first analyzes the reasons of teachers’ educational concept,teaching cognition,guidance ability,the selection of textbook content,teachers’ political literacy and so on.Secondly,the author analyzes the reasons of students’ weak consciousness of learning subject,lack of critical thinking consciousness,weak ability of searching data to solve problems,and the ability deviation of combining life experience to solve problems.Finally,the author analyzes the time arrangement of school discipline regulation and classroom teaching evaluation mode,as well as the reasons of local government.The fifth part puts forward the countermeasures.Firstly teachers should strengthen the study,strengthen the reflection of teaching practice,firmly establish and practice the concept of "student learning subject",strengthen the micro-topic research and learning of the teacher team,focus on the research of a micro link,and form the micro-topic research results of high school ideological and political discipline through the collection of wisdom and advice of the teacher group.Secondly teachers should integrate teaching material logic,changing teaching material content into teaching content,gu ide students to accumulate life experience to improve the ability to use life experience to solve situation problems,strengthen the study of "four histories" which includes deepening the study of Marxist theory,and enhancing the political literacy of political teachers,and strengthen subject education,enhancing students’ subject consciousness of learning.Thirdly teachers should make good use of "debate" teaching to improve the quality of critical thinking,select thematic teaching to improve situational information processing ability,set up the situation learning record table to pay attention to the process of students’ situation learning.Schools should improve the evaluation standards of classroom teaching based on the situation of learning science and reasonably arrange and control the learning time of subjects based on the situation of students.The subject center group should exert the strength of the team,strengthen the research and development of situational teaching resources,,establish the resource base of situational teaching and a high quality situational teaching case base,and clear the direction of situational teaching.Local governments should change their ideas,serve the people sincerely and set up a great view of education.