This new course training has benefited me a lot, especially in the design of new courses, suggestions on teaching methods and the reform of teaching content. In this study, the experience is profound, and it also provides a good communication platform for our political teachers in teaching. Now I will make a summary of my experience after learning.

First, the curriculum changes.

Curriculum module is the basis of constructing high school curriculum system. The content of each course module of "Ideology and Politics" is relatively independent, and the credit system management is implemented. The compulsory course consists of four course modules. Each module has 36 class hours and 2 credits, with a total of 8 credits. Ideological and political education focuses on economic, political and cultural common sense, so as to meet the requirements of the coordinated development of socialist material civilization, political civilization and spiritual civilization. The significance of socialist market economy, democratic politics and advanced culture are the core concepts of integrating these three curriculum modules. The philosophical knowledge of "ideology and politics" is the support of the content objectives of the above three modules, which embodies the scientific spirit of dialectical materialism and historical materialism and is the core idea of integrating this curriculum module. Elective courses are related courses that meet the further development needs of all students in a larger scope and degree, and are the main link to reflect the selectivity of courses. Elective courses are divided into elective course I module and elective course II module.

Second, the implementation of classroom teaching.

Attention should be paid to changing the concept of education and teaching in teaching. Senior high school ideological and political teachers should speed up the change of role consciousness, from the protagonist in teaching to the equal status between teachers and students, from the omnipotent to the learner, from the arbitrator to the promoter of students' development, from the knowledge giver to the guide and collaborator of learning activities. It is necessary to establish a student-oriented consciousness, form a correct view of students, and regard students as people with thoughts, feelings, personality, rights and dignity, and people who grow and develop; To establish a new relationship between teachers and students, we should regard teaching as a process of communication, active interaction, mutual sharing and common development between teachers and students. To grasp the new curriculum standard in compulsory module teaching, we should pay attention to solving three problems. The first is the question of "what to teach". To grasp this problem, it is mainly to grasp the key nouns, viewpoints or principles in the "content goal". The second is the question of "to what extent". To grasp this problem, we should mainly grasp the key behavioral verbs in the "content goal", such as discrimination, induction, comparison, comment and feeling. As an important part of the compulsory module, comprehensive inquiry should set the necessary teaching hours. The third is the question of "how to teach". This problem is mainly expressed through the content of "tips and suggestions", including two aspects: first, put forward some important concepts, principles and viewpoints that are not available in previous courses, please pay attention; The second is activity suggestion, that is, according to the corresponding content objectives, put forward the requirements for extracurricular activities, such as writing, discussion, speech, debate, investigation and design. This shows that the content adjustment of the new curriculum is not only reflected in the construction ideas, but also in the control of the total amount of teaching. In this regard, the control of the total amount of teaching in the new curriculum is not only reflected in the increase or decrease of knowledge points, but also puts forward specific requirements for students' learning behavior through the expression of behavioral goals in "content standards", thus limiting the degree and scope of mastering relevant knowledge points in depth and breadth, including different emphasis, difficulty and details. In other words, it actually reduces or restricts the teaching requirements. In the early stage of compulsory experimental teaching, teachers must renew their ideas, overcome the inertia brought by the current teaching hours, and actively and purposefully control the total amount of teaching.

Third, the optimization of teaching methods.

(A) adhere to the correct value orientation and adopt flexible teaching strategies. In an open social environment, education and teaching are subject to multiple value orientations and multi-channel information sources. Therefore, we should not only adhere to the correct value orientation in teaching, but also according to students' cognitive characteristics.

Flexible use of teaching strategies. Guide students to express their views in case analysis, identify with their views in value conflicts, confirm their views in comparative identification, and refine their views in inquiry activities, so as to effectively improve students' understanding, identification and conviction of correct value standards. Teachers should enhance their awareness of education and teaching reform, guide teaching work with the educational view, curriculum view and student view of the new curriculum, and try and determine teaching methods according to the content of the curriculum and the presentation of teaching materials.

(2) Pay attention to the combination of subject knowledge and life theme, and enhance students' life practice ability. We should take life as the main line, combine practical common sense, organize teaching around students' real life and social life issues that students care about, and strive to integrate the basic viewpoints and methods of philosophy, economics, politics, culturology and other disciplines into the theme of life, and fully implement the curriculum objectives. Attention should be paid to the expression of process objectives and result objectives in content objectives, and the requirements of content standards should be accurately grasped in teaching.

(3) Advocating inquiry learning and cultivating students' scientific thinking methods. According to the psychological characteristics and cognitive rules of senior high school students, students are encouraged to choose their own learning methods, especially to advocate research-based learning methods that are conducive to mastering scientific methods and cultivating innovative spirit. On the premise of clarifying the basic requirements, combining with the relevant teaching contents, encouraging students to learn to choose, think independently and explore cooperatively, providing students with enough choice space and communication opportunities, allowing students to actively experience the process of observation, operation, discussion, questioning and exploration from their own specialties and concerns, and express their opinions individually, which is conducive to cultivating pragmatic attitude and innovative spirit. Teachers should use the basic thinking mode of inquiry learning in classroom teaching, actively promote inquiry teaching, and promote students to think positively, learn to explore, form methods and develop actively.

Fourth, create a good teaching soft environment and establish a teacher-student relationship that grows together.

In the teaching process, we should strive to create a positive psychological environment and a good emotional atmosphere, and build a new teacher-student relationship of equality, harmony, interaction, cooperation and win-win. Through communication, cooperation and interaction, independent inquiry, etc. With rich teaching resources, diverse teaching methods and inspiring teaching questions, we can mobilize students' emotions and experiences, guide students to think and experience, and help students make new discoveries; Teachers and students jointly carry out learning activities to observe life, explore problems and comprehend knowledge, and provide necessary help and guidance for students' learning in the activities. In the process of communication and interaction, teachers should strengthen their own experience and reflection, constantly adjust and improve teaching, and promote their own professional development, so as to achieve the consensus, sharing and common development of teachers and students, and realize mutual learning and common development of teaching.