There are many disadvantages in the traditional high school ideological and political course teaching, especially the students' low interest in classroom teaching and weak sense of active participation, which has been bothering our political teachers, and the trial of the new high school ideological and political course standard provides us with an opportunity to solve this disadvantage.

However, when we calmly and carefully observe the political teaching in senior high school, which is one of the main positions for cultivating people, we find that there are two situations as follows: there is a teaching tendency aimed at attracting and satisfying students' sensory stimulation in various open courses, high-quality courses and evaluation courses, which is also called "classroom teaching under the new curriculum concept".

In the daily teaching classroom, there is a kind of teaching pursuit aiming at various test scores, which is filled with a strong atmosphere of improving test skills. These are worthy of reminding the majority of front-line teachers.

First, the "balloon blowing" classroom teaching

In many regular classroom teaching, we often find that teachers only impart a single form of knowledge and problem-solving skills, while students get temporary knowledge expansion and problem-solving skills improvement, and most of them are returned to teachers after the exam.

We call it "balloon blowing" classroom teaching, that is, students are like "balloons". During the study, the teacher kept blowing into the "balloon", and after blowing to a certain extent, let them rush out, that is, take various exams; No matter how far and how close you rush-no matter whether you can get in or not, the air in the balloon will be exhausted after the rush, and the students' minds will still be empty. This is completely contrary to the new curriculum concept.

These teachers generally adopt such an explanation strategy: first check what students have learned in the past, then present new content and spend a lot of time explaining; Give students some time to practice in order to consolidate the new learning content; Finally, assign more homework, strengthen training and improve the learning effect.

Different classes have different teaching effects because of different teaching strategies, but it is a simplistic thinking to think that there is a mechanical one-to-one correspondence between strategies and effects. An excellent teacher, faced with increasingly rich and spiritual classroom teaching practice, must establish the concept of "abandoning Excellence for Excellence" in classroom teaching strategies.

In other words, in actual teaching, teachers are faced with numerous teaching strategies. At any time and under any circumstances, they should not believe that there is a panacea for all diseases. Instead, we should analyze and choose different teaching contents according to the characteristics of teaching facilities, ourselves and students, and form our own teaching strategies after long-term practice and thinking. Only the right one is the best.

In the specific classroom teaching operation, I think it is necessary to adhere to the following practices:

1. Teaching strategies should conform to teachers' teaching styles. Teachers with different styles form different teaching styles and adopt different teaching strategies for the same teaching goal. Only by choosing appropriate teaching strategies can we achieve ideal results, which can not only enable teachers to grow themselves, but also enable students to develop, thus putting an end to the bad phenomenon of "learning from the East and using the West".

2. Teaching strategies should match students' learning styles. Matching here mainly means that the teaching strategies adopted by teachers are unfamiliar to students and have certain inadaptability and challenges. To a certain extent, this can stimulate students' enthusiasm for learning, produce the desire to overcome inadaptability and challenge their ability to show, satisfy their desire for success, and thus develop.

3. Teaching strategies should conform to students' nature. Generally speaking, human nature mainly involves human behavior, thinking habits, language communication and values. The environment provided by different teaching strategies will have different influences on the development of students' above-mentioned nature, which may not give full play to students' original natural potential, but also inhibit or even stifle their good natural potential.

It is often seen that teachers adopt the following classroom teaching procedures: teachers first throw controversial or innovative questions to arouse students' curiosity and organize students to discuss and other activities; During the discussion, teachers pay attention to students' specific reactions and ask questions to find out whether students meet the requirements. Finally, the setting of the situation provides students with the opportunity to apply the newly learned content to real life.