In a blink of an eye, the new semester is coming to an end. It was not until the thought teacher asked us to write a paper that we suddenly found that we didn't listen carefully to several classes, so we just did other things when we went, or simply didn't go and skipped classes, just thinking that the thought class was redundant, and we seemed to have many opinions on it. We haven't learned anything for months. When I first came into contact with the thinking course, especially when I read that learning the thinking course is helpful for us college students to be determined, cultivate themselves, be a man, and choose the right road to success. It is also helpful for us college students to master rich ideological and moral and legal knowledge, lay a knowledge foundation for improving their ideological and moral cultivation and legal literacy, and help us college students to put "morality" and "talent" in a correct position and achieve all-round development with both ability and political integrity. I'm not very interested in it. I think this course seems familiar to me, because I have been studying morality from primary school to junior high school and then to senior high school. I think I learned a lot. This course in the university is only to increase the basic knowledge of law. Isn't the other content similar to high school? There are many students who hold the view that ideological classes are irrelevant. I sometimes feel that maybe I am too superficial to understand the essence of the problem. And in the process of learning this course, I also feel its boredom and emptiness. The teacher uses a spoon-feeding teaching method and only knows how to instill. So I don't need to pay so much attention after I go to college. My time should be spent on more meaningful things. But at the beginning, I still listened to a few classes. Sure enough, this course is really out of my eyes, and I feel bored and sleepy several times. There are not many people in the class because the teacher never calls the roll. Maybe she doesn't think it makes sense. Many people choose to skip classes, and I just go with the flow and skip classes a few times. Although I know that skipping classes in freshman year is not a good sign, I still can't help myself. On several occasions, I just went to the library to surf the Internet after a class, and on other occasions, I didn't even go. And I found that most people just do their own things, such as doing homework, chatting online and playing games, and doing everything. Few people listen to the teacher carefully. Many students are biased against the ideological class, and they don't pay attention to it at all, just perfunctory. Although the teacher is also very hard, it takes a lot of time to make courseware, and so does finding information. Every time I speak in class, I feel thirsty and sweaty in summer, but the teacher insists on teaching without complaint. One thing touched me deeply. In a meditation class one night, our meditation teacher asked how many people knew the answer to this question. If no one knew, she wouldn't give a lecture. As a result, only one person raised his hand, and then the teacher seemed to ask another question, which was also said last time. To her surprise, no one knew this time. The teacher asked many times, but no one raised his hand. At that time, she was very disappointed, really disappointed. She worked hard and tried to make her students learn as much as possible, but obviously she failed. This incident touched me deeply. How did the thought class get to this point? Is it so unpopular? However, there is no doubt that it is impossible to cancel this course, at least at present, so we can only seek other solutions. Moreover, since the school opened this course, there must be his reasons. By studying this course, it should be enlightening and rewarding, which is beneficial to some aspects. Otherwise, why should the school waste the time of teachers and us? In this case, I think it is possible to find a way to improve students. So I want to analyze the causes of this situation first, and then seek a solution. Second, the causes of the above-mentioned status quo in the ideological class (1) Students' own factors: prejudice against the ideological class, students' own factors are very important factors, as I said earlier, I don't pay much attention to this course at all. As the teacher said, I seem to have a prejudice against the ideological class in my heart, and it is deep. I think I have studied from primary school to high school for so many years, and I should have learned enough and be familiar with the content of my study. Nothing more than talking about patriotism and morality. These things are platitudes, and it is not worth spending time learning anything. Many college students have this mentality, so on the one hand, they are generally thinking. I have seen a questionnaire survey on college students' attendance, seriousness in class, learning attitude and ideological cultivation. Although the number of people surveyed is limited and the questions are not comprehensive, some useful things can be drawn from the survey results. The results of the questionnaire survey show that: 1: Attendance in ideological education: the number of people who are absent from classes accounts for 50% of the total number of people surveyed, accounting for 20% of the total number, and they are absent from classes 1~5 classes, and the remaining 6 classes can be attended. 2. The seriousness of the class: 40% of the total number of people have listened to the class carefully, 20% of the total number have listened to it occasionally, and the rest have basically never listened. 3. The necessity of setting up this course in universities: 50% of the total number of people think it is necessary to set up this course, 30% think it is optional, and the rest hold a negative attitude, thinking that it is unnecessary to study this course, which is just a waste of time. 4. The purpose of learning this course: 37.5% of the students are to improve their self-cultivation and perfect their personality, and 62.5% are to get credits. From the above data, it can be concluded that contemporary college students have a weak understanding of ideological and moral cultivation, which will lead to a negative attitude towards the opening of this course, which is not conducive to the realization of school education.

On the one hand, teachers' teaching methods are single. At present, teachers mainly teach in the form of classroom indoctrination, with only two or three classes a week, only empty talk about theory, and the lectures are boring and unrealistic. Students feel that these things are far away from themselves, and there are other colorful forms: such as speeches, debates, discussions, social practice and so on. On the other hand, it is the problem of teaching methods. Some experienced thinkers treat this subject like other natural and social subjects. Class is just an indoctrination, so that students can accept pure theoretical preaching. There are not many examples, which can't arouse the enthusiasm of students. Primary and secondary schools are exam-oriented education, mostly cramming. Many students are disgusted with this way, and the situation is not optimistic. Another problem is that teachers have to call the roll or ask questions in order to maintain class attendance. Faced with this reality, teachers do not think about how to improve their teaching level to attract students, but rely on roll call to safeguard their dignity. Such a class will not be popular. At this point, I think my ideological teacher is still very open-minded and never calls the roll in class, because he knows it should be of little significance. (3) School factors: poor classroom teaching organization. Due to the shortage of teachers or in order to reduce the cost of education or the long-term public class mode, meditation classes can only be taught in large classes. There are often many people in a class. Teachers can't fully communicate with students and can't understand our students' ideological situation. They can't be integrated with our students' thoughts and arouse their * * *. And the school doesn't pay enough attention to it. Suggestions on improving the status quo of ideological courses 1. Although students' own factors are very important, we must start with the reform of teaching methods and means in order to improve the present situation of ideological and moral courses. If we want to expand the coverage of teaching with less class hours, we must also improve students' interest in learning. To achieve twice the result with half the effort, on the one hand, teachers should create an active classroom teaching atmosphere, respect students' dominant position, mobilize students' active participation and thinking, encourage students to express different opinions, and change one-way indoctrination into two-way communication and indoctrination into heuristic teaching. On the other hand, teachers should adopt diversified teaching methods according to the teaching content and characteristics to stimulate and mobilize students' learning enthusiasm and enhance the effectiveness of teaching. In particular, we can try to increase practical teaching methods, because it is really boring to always stay in the classroom and listen to the teacher's lectures, and the ideological class is more abstract and difficult to understand. Then I think practical teaching methods can make us feel concrete things, not empty theories in class. By touching some real things and explaining them through the theory in class, we can easily understand and deepen our understanding of textbook knowledge. By combining real life with textbook theory, we can learn something real, which may arouse our interest and passion. Therefore, I think we can try to carry out teaching in the form of English example deeds, visits and special lectures. It makes up for the shortcomings of the traditional teacher-centered classroom teaching method, and mobilizes students' enthusiasm with its vividness and image. Moreover, I read on the Internet that some colleges and universities also advocate this practical teaching method, and some colleges and universities also have practical teaching schemes. However, it is not known whether these are put into practice in the actual operation process and how effective they are after implementation. This is just a small suggestion, and other institutions may follow suit. 2. We students should also give full play to students' dominant position, respect teachers, actively participate in classroom activities, exchange views and opinions with teachers and classmates, pay attention to practical social problems, and analyze them in combination with book theory, so as to learn lessons and deepen our understanding of book theory. 3. Schools should pay enough attention to ideological classes and give them good guarantees, so that it is possible to improve the situation that more than 100 people attend a large class, and it is possible to increase the interaction between students and teachers, thus promoting the understanding between teachers and students and improving the status quo of ideological classes.