On the generative teaching of ideological and political courses in senior high schools
With the deepening of China's reform and opening-up, the teaching in the field of education has also appeared a trend of thought different from the previous educational reform. Many achievements have been made in the research of ideological and political generation teaching in senior high schools. On this basis, this paper will explore the problems existing in the teaching of ideological and political generation in senior high schools in China and put forward some opinions.
Keywords education field; High school ideology and politics; produce
Classification number of China Library: G63 document identification number A1006-0278 (2015) 08-193-01.
I. Introduction
Generative teaching is relative to pre-formed teaching, which emphasizes the teaching process. As early as the 1980s, Gio in Italy? Amelia has carried out formative education in preschool education and achieved good results. Professor Ye Lan, a famous educator, was the earliest graduate student in China. Professor Ye put forward three ideas about generative teaching in 1997 "Let the classroom be full of vitality". Interaction? Namely: teacher-student interaction, student-based interaction and student-student interaction. These researches and practices have made important contributions to the development of life-oriented teaching in China, and Ye initiated the research of generative teaching.
Second, the problems existing in the generation teaching of ideological and political courses in senior high schools
(A) students' educational status is misunderstood
The ideological and political course in senior high school should be a drama in which teachers and students teach their classmates together. Therefore, many middle school ideological and political courses have become teachers' one-man show. Admittedly, many political teachers are knowledgeable and eloquent, but when a 45-minute class is completely turned into a teacher talking about Kan Kan in class, the students below are like listening to a sealed book and don't know what to say. Is our teaching still meaningful? The only communication between students and teachers in class is the teacher's questions, but how can students who only passively instill knowledge answer the teacher's questions?
This is that students, the main body of ideological and political teaching, have not been caught. Many of our teachers are still at the stage of what teachers teach students to learn. The main responsibility for this result lies with the teacher, who can't see clearly that the main body of education is the students, and the role of the teacher is only to guide and dispel doubts. Of course, advocating attaching importance to students' dominant position does not mean denying teachers' status.
(B) the lack of practical ideological and political education in senior high schools
What does Tao Xingzhi advocate in education? Unity of knowledge and action? However, at present, our ideological and political teaching is seriously lacking in practicality. The ideological and political education in many middle schools only stays in the teacher's lecture, and then students make great efforts to memorize those difficult political terms, and they don't understand the meaning and application of many problems at all. There are two main reasons for this result. One is that teachers don't pay attention to students' practical problems, mainly because many teachers' own educational quality is not enough. On the other hand, in the exam-oriented education currently implemented in China, although we have always advocated the implementation of quality education, the theory of exam scores still makes many teaching stay at the stage of memorizing textbook knowledge, and there is no real practice to generate teaching ideas.
(3) Teachers' understanding of generative teaching is not enough.
Generative teaching has been carried out in many places, but there are still many problems from the current teaching situation and the actual effect reflected by students. One is that many teachers do not accept generative teaching, which is mainly reflected in the old teachers who have been teaching for a long time. They stubbornly believe that there is nothing wrong with their teaching. Indeed, our previous teaching model itself more or less contains some connotations of generative teaching, which is no wonder that many teachers will stick to their own teaching model. On the other hand, some teachers who can accept generative teaching either discuss too much in the teaching process, and they give students too much time and problems to discuss. Discuss for the sake of discussion? Phenomenon, but failed to receive good results. This is that the propaganda of generative teaching is not in place, and the essential spirit of generative teaching has not been conveyed to front-line teachers.
Third, high school political generation teaching strategy thinking
Generative teaching pays attention to the process, opposes mechanized teaching, and opposes treating students as a jar of water and pouring water into it all the time. Emphasize the interaction between teaching subjects, that is, the interaction between teachers, students, teaching materials and practice. Specifically, generative teaching pays attention to participation and advocates students' participation in teaching; Nonlinear, that is, the teaching process cannot be static; Creativity means that teachers should innovate the teaching mode, be open, don't stick to textbooks, and focus on knowledge outside textbooks. Specifically, the author believes that the exploration of high school political generation teaching can start from the following aspects.
(A) to promote the concept of practical education
The deep-rooted traditional educational concept and the present situation of exam-oriented education make our teaching practice few, so we must strengthen practical teaching in future teaching. Specific to high school politics teaching, we can use situational teaching methods, such as high school politics will talk about? Voting rights? And then what? Was elected? Our teachers can create such scenes through multimedia to help students understand these two concepts. Another example is the concept of currency circulation in high school politics. Can our teaching pass? Role playing? Ways to deepen students' understanding of concepts.
(2) Correcting the position of teachers and adhering to the concept of students.
What does Han Yu say is the teacher's role? Preach, teach, and dispel doubts? This sentence is not out of date today, and we should also put the position of teacher in political teaching. Teachers guide students, not teachers who can do everything for them. One aspect of this is to highlight the students' dominant position and let them gain a lot of knowledge and ability in political teaching. Correcting the position of teachers is also useful, which is to let teachers play an auxiliary role in students' learning. For example, when talking about the organizational form of China regime, teachers can take specific current political events to deepen students' understanding of knowledge.
(C) the reform of the political college entrance examination model
Under the current college entrance examination mode, political content still stays at the stage of memorizing textbook knowledge to answer questions. This is also the reason why many political teaching only pays attention to students' rote learning and does not emphasize understanding. The author believes that our senior high school political generation teaching has indeed made a lot of achievements, but if these experiences and achievements are applied to teaching, we still need to skip an important level, that is, the college entrance examination system. I have no intention to change the college entrance examination system in China, but I strongly hope that the college entrance examination system in China can carry out political innovation and highlight students' practical application and analytical ability instead of rote learning.
Four. conclusion
There are too many obstacles between any theory and practice, and the author's analysis of ideological and political teaching in senior high school is just a view. I hope more educators can discuss generative teaching together. In the long run, generative teaching is bound to be a direction of future teaching in China, especially in political teaching in senior high schools. The author earnestly hopes that the generative teaching in our country can move from theory to practical application and achieve good results, so as to cultivate more and better applied talents for our country.
References:
Lin Yuzhong. Classroom Teaching Strategies of Highlighting Life Logic in Ideological and Political Courses [J]. Journal of Beijing Institute of Education, 20 10(3).
[2] Yu. Classroom: How to make it? Preset? With what? A generation? * * * Wonderful [N]. China Education News, 20 14-4- 14(5).
[3] Zheng Jinzhou. Generative teaching [M]. Fuzhou: Fujian Education Press, 2005: 152- 155.
[4], Wang, Basic ideas and practical strategies of life-oriented teaching [J]. Educational Theory and Practice, 2005( 13).
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