Research On The Introduction Of High School Ideological And Political Classroom Teaching From The Perspective Of Core Literac

Under such a background,the teaching mode and teaching results of the ideological and political course in senior high school must be constantly adjusted and optimized,and the"core literacy" should be taken as the guide of the new round of curriculum reform and run through the teaching process.As the starting point and beginning of classroom teaching,teaching introduction has played a very important role in paving the way and guiding the classroom.Therefore,from the perspective of core literacy,it is of great theoretical and practical significance to study and analyze the current situation of the introduction of high school ideological and political classroom and propose optimization strategies.This study takes the cultivation of senior high school students’ core literacy as the perspective,based on the introduction of senior high school ideological and political class,analyzes the main problems in the classroom induct of senior high school ideological and political class teaching from the perspective of core literacy through questionnaires,teacher interviews,classroom observation and other methods,and puts forward the optimization strategy of classroom introduction from the perspective of core literacy.The thesis consists of five parts:In the first part,the introduction describes the background and significance of this study,the research status at home and abroad,methods and characteristics of the study;Next introduces an overview of relevant theories,defines related concepts,and discusses the theoretical foundations and practical bases.The theoretical foundations include three aspects:humanistic learning theory,constructivist learning theory,and Marx’s theory of comprehensive human development.The practical bases include important remarks on ideological and political education teaching by General Secretary Xi Jinping,as well as the concept of the new curriculum reform;The third part introduces the relevant content overview of subject core literacy and classroom teaching introduction,analyzes the relationship between the two,elaborates on the types of high school ideological and political classroom teaching introduction from the perspective of core literacy,and discusses the requirements and functions of high school ideological and political classroom teaching introduction from the perspective of core literacy;The fourth part introduces the actual survey of classroom introduction from the perspective of core literacy,uses the questionnaire survey method and interview method to deeply understand the current situation of ideological and political classroom introduction,and carries out systematic statistics and collation of the survey results.It analyzes the main problems of the current ideological and political classroom introduction,the goal of introduction is inconsistent with the spirit of core competencies;the content of introduction is inconsistent with the connotation of core competencies,;the method of introduction is inconsistent with the concept of core competencies;and the effectiveness of introduction is inconsistent with the requirements of core competencies.And investigate its root,analyze the reasons from three aspects:teachers,students and evaluation;The fifth part puts forward the principles of the introduction of high school ideological and political classroom from the perspective of core literacy,and puts forward optimization strategies from the aspects of classroom introduction consciousness,introduction content,introduction method,introduction environment and introduction evaluation,so as to provide the majority of ideological and political teachers with some ideas of the introduction of high school ideological and political classroom teaching from the perspective of core literacy.