Practicality is a basic principle of ideological and political teaching in middle schools. According to the requirements of the syllabus, the teaching content of junior high school ideological and political course should start from the age characteristics and cognitive level of junior high school students, closely link with China's socialist modernization and the reality of junior high school students' thinking, life and study, and attach importance to expounding the most basic truth with typical events and vivid examples of history and reality. The annual senior high school entrance examination is a comprehensive test of junior high school teaching effect. Can a senior high school entrance examination paper really play a role in guiding junior high school teaching, teaching reform experiment and talent selection? Senior high school entrance examination proposition, where does this baton point? The key point is whether the proposer can do a good job of integrating theory with practice according to the requirements of the outline. Since 1988, especially in the last three years, the practice of the senior high school entrance examination proposition in our district has made me feel:
First, the proposition of the senior high school entrance examination should be linked with social reality and synchronized with the development of the situation.
Make it have a distinct era and strong pertinence.
The proposition of senior high school entrance examination is a combination of static and dynamic in content. Static content mainly refers to the basic and stable knowledge in textbooks, including concepts, principles, viewpoints and conclusions. , which is the usual knowledge point. Dynamic content mainly refers to social reality and students' life thoughts. It is a kind of content with large space-time span and strong jumping. Such as the main line, principles, important theories and policies; Hold important meetings; Major achievements and major foreign affairs activities; Major events; Important news figures; Wait a minute. These dynamic contents are bound to attract students' attention and thinking, and will be interpreted as practical problems of students' ideological understanding. The proposition of senior high school entrance examination should not only examine how much students know, but also focus on how to guide students to answer these practical questions correctly. The organic combination of dynamic and static content makes the test questions have distinct characteristics of the times, and strives to be close to society, life and students, guiding students out of the besieged city of rote memorization and towards a vivid and broad world. To emphasize the times, we must first adhere to the word "big", that is, the content related to reality should have a large capacity in the test questions. This point can be clearly reflected from the examination questions of the senior high school entrance examination in Huanggang area in the past three years. As listed in the following table, the number of dynamic content questions in the total number of test papers in different years is1992461634% 271993521427%1994451636% 24.
The table only reflects the explicit content related to reality. If you count the invisible content, the capacity will be even more impressive. Secondly, to emphasize the times, we should also highlight the word "heavy". That is, concentrate a lot of practical materials, focus on key knowledge, highlight the importance of the middle, and emphasize three aspects: first, the major content must be the content that attracts worldwide attention; The second is the content that attracts worldwide attention, and junior high school students also know it; The third is the content that is inevitably related to the theoretical knowledge of the textbook.
While emphasizing the times, we must emphasize pertinence, be targeted, and promote the effective play of the moral education function of political courses. Emphasizing pertinence means grasping the "hot spots" in the key points, grasping the "excitement points" that junior high school students are keen on, and finding the connection point between textbook theory and social reality. For example, 1992, combined with the disintegration of the Soviet Union and the drastic changes in Eastern Europe, chose the content that "the victory of socialism in the world is a long and tortuous process"; 1993, facing the reality that western countries attacked our country with the so-called "human rights issue", we chose the content of "consolidating and developing the great unity of the people of all ethnic groups in the country"; 1994, we not only examined the contents of "the overall situation of the work of the whole party and the whole country", "learning from Xu Honggang" and "fighting hard for reform", but also examined the contents of "struggling hard, grasping prosperity and two civilizations together" in the above-mentioned topics. This paper attempts to guide students to make scientific and rational answers to the above social phenomena through the organic combination of vivid factual materials and the basic ideas of teaching materials.
Second, from the junior high school students' understanding level and analytical ability, do a good job of theoretical connection.
The actual content has realized the harmonious unity of science and education.
A senior high school entrance examination paper faces tens of thousands of candidates who are distributed in towns and villages and have uneven ability levels. Not only limited by the layout, but also need to consider the appropriate degree of discrimination, difficulty and reliability. Therefore, we must be scientific when integrating theory with practice. The so-called scientific nature means that the selected materials should be consistent with the key points of the textbooks to be examined, so as to make the materials reasonable and avoid far-fetched and oil-water separation; Second, the selection of materials must be true and reliable, so as to "keep your word"; Third, the difficulty is moderate, so that most candidates can adapt; Fourth, the choice of materials should be vivid, rich and readable, and at the same time, it should conform to the cognitive level and thinking ability of junior high school students; Fifth, the handling of words should be concise, clear and clear; Sixth, the formulation of the answer should be standardized and appropriate, which is roughly consistent with the basic ideas of most candidates. On the premise of adhering to science, take education as the foothold and destination of integrating theory with practice. In recent years, each of our senior high school entrance examination papers should establish several topics of ideological education, such as patriotism education, law and discipline education, civic awareness education, fine traditional education and so on. Pay attention to introduce several role models that junior high school students know and respect in the annual examination questions. For example, in the test of 1994, we introduced some role models, such as Xu Honggang, who was courageous, Feng Min, who was determined to make contributions in the frontier, and the youth volunteer service team that grew up in hard places. In previous years' test questions, we also chose the "Second Lane" in Hubei Province, and Wang Hao and Kuchao from Huanggang Middle School in Hubei Province (gold and silver medal winners in the International Mathematical Olympiad) to win glory for our country. These people and things that happened around students, what they saw and heard, made students feel credible, respectable and learnable. When drawing up the reference answer, we should try our best to combine facts and penetrate each other, and ask students to stay in it, not to say cliches or lies.
Integrating theory with practice, reflecting the times, pertinence, scientificity and education, is not an easy task, but a hard creative labor process. It also puts forward higher requirements for proposers: first of all, they should have political sensitivity and professional responsibility, be good at grasping the hot spots of social reality and the doubts of students' ideological understanding, and stand at the height of the times to see through and control the teaching materials. Secondly, we should be good at grasping the connection point between textbook knowledge and real life, excavating the connotation of ideological education from perceptual materials, obtaining theoretical nutrition from textbook knowledge, and grasping the connection and transition between theory and practice. Thirdly, we should be a "willing person" who integrates theory with practice, pay attention to the accumulation of materials at ordinary times, and do a good job in the processing of materials when making propositions. In recent years, the practice of the proposition of the senior high school entrance examination has prompted us to explore and think about integrating theory with practice, and made some preliminary attempts in the reform of the examination content. At the same time, we began to receive some practical results, and the guiding role of "baton" began to produce good results: first, it guided teachers to change rigid teaching methods into vivid and diverse teaching methods; Second, the teaching vision moves from narrow to open, and from closed to open; The third is to broaden students' knowledge horizons and stimulate their interest in learning. The concepts of rote memorization, improvisation and exam-oriented learning have gradually changed, and many students have changed from "asking me to learn" to "I want to learn". It has changed the situation of teachers' dogma, students' rote memorization and taking exams, improved the observation and analysis ability of many students, and created a good atmosphere for the teaching reform experiment of ideological and political courses. In the proposition of the senior high school entrance examination, the focus of the examination is the theoretical connection. In fact, such a senior high school entrance examination is very important and should not be cancelled. Only in this way can we truly achieve the organic unity of knowledge, ability and consciousness. We will unswervingly follow this path and make a deeper and more beneficial exploration for the examination reform of ideological and political courses.
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