Research On The Application Of Large Unit Teaching In High School Ideological And Political Course

The innovation and application of teaching methods promote deep learning,and the adoption of new teaching methods is imperative.The unit teaching method is the path to realize the in-depth teaching in the political classroom of senior high school,and it is also a challenge to the teaching of the traditional teaching model of superficiality and fragmentation of knowledge in the context of educational reform.Under the original teaching system,the content taught by teachers in the unit of class hour teaching is relatively boring,and has little attraction to students.Based on large unit teaching,by integrating systematic knowledge and combining content with major tasks and activities,innovation in high school political teaching methods is promoted,resulting in more ideal results in high school political courses.The teaching based on the big unit teaching idea is a kind of teaching idea and teaching method.When it is applied to the actual process,a series of problems appear.Through sampling,the questionnaire survey was conducted on students from three aspects of understanding the big unit,the connotation of the big unit,and self diagnosis based on the big unit.The following conclusions were drawn: First,teachers rely heavily on class teaching,resulting in students’ learning fragmentation,superficiality Disorder;Secondly,as an action guide for guiding students,big tasks carry the unit content system.However,currently,the implementation of big tasks is mainly exploratory,and the task form needs to be developed and refined;Thirdly,by analyzing the "learning activities" in the teaching videos based on large unit teaching design(a national demonstration and exchange activity for basic teaching skills of ideological and political course teachers),the activities in six high school teaching videos were extracted.It was found that the activity centered major items were relatively single,concentrated in discussions,sharing,debates,etc.,and lacked hierarchical and in-depth major activities.There are three reasons for this: the difficulty in handling textbook content affects the presentation of grand ideas,the traditional way of assigning homework affects the design of big tasks,and inconsistent teaching evaluations affect the implementation of big activities.In response to the above issues,the following four countermeasures and suggestions are proposed:Firstly,choose a good perspective and focus on core competencies.One is to integrate knowledge and reconstruct it according to the teaching plan;The second is to help students establish a system and form a consistent thinking system for evaluation based on the concept of grandeur;The third is to attach importance to the implementation of knowledge,and teachers help students break free from path dependence and rebuild learning procedures.Secondly,designing big tasks to promote deep learning.Choose different types of tasks based on the teaching content,create real scenarios,and cultivate thinking in research;Secondly,in the classroom,conduct evidence testing based on students’ performance to promote development;Thirdly,teachers provide strategic guidance to review knowledge and improve abilities in the design process.Thirdly,we need to strengthen comprehensive coordination by building major events.To organize teaching activities,firstly,it is necessary to manage the learning process,divide tasks reasonably,and improve learning effectiveness;Secondly,it is necessary to strengthen the organization of learning activities,establish management tools in the teaching process,and promote deep learning;The third is to strengthen the rule design centered on learning,establish time nodes,and improve learning efficiency.