(1) Pursuing the optimal realization of the teaching objectives
What are the objectives pursued in ideological and political class teaching? This is one of the most important issues that we teachers are most concerned about and think about. Whether we can correctly answer and solve this problem is directly related to the success or failure of classroom teaching. From the previous analysis, we can see that teaching is to promote the development of students, so that students in the teaching to obtain knowledge, develop the ability to be educated. Therefore, there are two fundamental criteria for judging the degree of good or bad classroom teaching: one is to see how well the classroom teaching objectives are realized. Because the realization of the classroom teaching objectives is the fundamental task of classroom teaching, classroom teaching is the destination of all activities. The second is to see how much time and energy teachers and students consume to achieve these teaching results or to realize the objectives of classroom teaching, and how much money the school spends. This determines that the goal of classroom teaching is the optimal realization of the classroom teaching objectives. That is, under the existing conditions, in the prescribed teaching time, teachers and students with the least amount of labor consumption, the realization of teaching objectives. It should be noted here that the so-called optimal realization of the teaching objectives, from the nature of ideological and political class and the concept of the new curriculum, it not only refers to the pre-set teaching objectives before the class, but also includes the realization of the teaching objectives generated in the teaching process; not only refers to the explicit teaching objectives that can be expressed, but also includes the realization of the implicit and difficult to say teaching objectives; not only refers to the realization of the teaching objectives of knowledge and skills, but also refers to the process and methodology, emotional attitude and values of the class. The optimal realization of process and method, emotional attitude and value objectives.
(2) embodies the unity of fun, science and ideology
For a long time, many students have such views and attitudes towards ideological and political lessons: political lessons are didactic, meaningless, political lessons are empty, abstract and boring, no practical value, if not for the mid-term or college entrance exams, I really do not want to learn. Therefore, it is necessary to carry out classroom teaching reform. It is necessary to start from the students' opinions and take the new curriculum concept as a guide to take corresponding countermeasures. This is to work on the theoretical connection in fact, adhere to the emotional and rational interaction, strengthen the ideological and political classroom teaching of the interesting, disciplinary, ideological, in the dynamic generation of the teaching process to seek the coordinated development of humanities and science, intelligence and personality.
1. Strengthen the fun of classroom teaching, so that students love to learn. Interesting is the guide to get started, no fun, students do not love to learn. Albert Einstein once said, "Love is the best teacher." If through our classroom teaching, so that students from do not want to learn to want to learn, from not love to love to learn, the ideological and political class have a little interest, this is a remarkable teaching results, we have also completed a large part of the teaching task. On the contrary, if we finish the class, the students produce a kind of antipathy, a kind of resistance to the class, then our teaching will fail. Therefore, fun should be the basic requirements of classroom teaching of this course.
To strengthen the fun of ideological and political courses should be:
(1) the content of living, realistic, highlighting the times. The content of ideological and political courses is mainly Marxist general knowledge, and Marxist theory comes from social life and practice, social life and practice is the most colorful, which hides an infinite amount of fun. Therefore, to enhance the interest of teaching ideological and political courses, we should not only pay attention to digging out the unique interest of the theory of this course itself, but also, more importantly, to strengthen the connection between teaching and life, and to enhance the interest of classroom teaching in linking theory to practice. To this end, the ideological and political class must pay attention to social life, capture the hot issues in life, and start from the advantageous development needs of the students, teaching around the hot topics of the students.
(2) viewpoint materialization, reasoning visualization. This is determined by the thinking characteristics of secondary school students and the lack of rich life practice experience. We are most likely to make a mistake in the lecture, is the conceptualization, that is, with a concept to illustrate another concept, which is not in line with the characteristics of students' thinking, students feel very abstract and boring. Therefore, we should image in reasoning, especially some difficult concepts and principles, more attention should be paid to this point. To this end, first of all, we should do the combination of viewpoints and materials, that is, viewpoints from the material, back to the material, the theory in the material. Secondly, we should pay attention to more close to the students' daily life and students around the example of the image to illustrate the reasoning. Once again, but also pay attention to the material narrative and reasoning of the image, vivid and situational.
(3) the form of diversification, part of the link activity. The form of diversification, including the diversification of teaching organization, including the diversification of teaching methods and approaches. It can be collective teaching, can also be collective teaching and group teaching or individual teaching; it can be lectures, discussions, can also be skits, role simulation activities, computer network teaching and lectures, discussions. There is no certain form, it is for the realization of the teaching objectives and teaching content services, should be based on teaching needs and the actual situation, to take the appropriate form and method, and the form and method should be as diverse as possible, not always a tune. The concentration time of secondary school students is short, and various forms and methods can easily arouse students' freshness and regulate and concentrate their attention. At the same time, contemporary secondary school students like to participate in, like the physical language, like the activity experience, like music, sketches, stories and competitions, according to the teaching needs and the level of the students taught, interest, in the class appropriately interspersed with a little bit of activity is conducive to stimulate the interest of students.
2. Strengthen the scientific and useful content of classroom teaching, so that students believe in its truth. Although the fun is important, but it is only a guide to the introduction, the foundation is still relying on the scientific, leaving the scientific interest is vulgar, and can not talk about the ideological. Therefore, it is not possible to talk about fun without talking about science. The biggest opinion of the students is that physics, chemistry and biology are sciences and useful; politics is not a science, it is just a deceptive talk without practical use, so they don't want to learn it. Therefore, we must talk about the scientific nature of ideological and political lessons.
To strengthen the scientific and useful content of classroom teaching should be:
(1) the formation of conceptual principles, expression, analysis should be accurate. There are two main methods for the formation of conceptual principles, namely, example induction and process induction. However, regardless of the method, it is necessary to go through the following process: guiding students to list examples or stages that embody concepts or principles --- guiding students to categorize the examples or sort the stages --- Guide students to analyze, discuss, and discover the ****same elements --- Guide students to try to define the concept or principle based on the ****same elements discovered --- Apply methods of analysis, synthesis, comparison, etc. to parse the concept principle. comparison and other methods to analyze the concept and principle to help students grasp the connotation, extension, hierarchy and spirit of the concept and principle.
(2) The role of evidence should be emphasized, and the teaching of concepts and principles should be based on scientific, real and sufficient evidence. All scientific truths are rooted and well-founded, and the basic principles of Marxism and general knowledge of relevant social sciences are the basic content of this course, which is science. Therefore, we must talk about the evidence of the conceptual principles, and it must be sufficient, both examples and data to prove, but also theoretical arguments; both factual arguments, but also value arguments. Only by speaking accurately and adequately can students be convinced. Secondary school students admire science, especially natural science, and we should make full use of this psychological characteristic to guide them to use what they believe to prove the ideas and principles in textbooks. In other words, in addition to guiding them to use their familiar facts to illustrate, we should also guide them more to use their known scientific results, especially natural science results to prove or test the truth of the basic principles in the textbook.
(3) To talk a little bit about the historical development process of concepts and principles, incorporating a little bit of problem-solving history, combining logical arguments with historical narratives, so that students can feel and understand the process of knowledge generation and development, and sense the problem-solving method. All scientific truths have a historical development process, and Marxism's viewpoints and principles do not fall from the sky, it also has a historical development process. Consequently, the teaching of conceptual principles, if there can be a little historical narrative, combining logical argumentation with historical narrative, has many advantages: it can realize that the present conclusions are more scientific through comparison; it can eliminate some of the students' misconceptions in this regard, because many of the students' ideas have appeared before in the history of human cognition; it can penetrate a little bit of scientific attitudes, the spirit of inquiry, and the research methods of It is possible to understand the achievements of the predecessors and the problems left behind, thus combining the obligation of inheritance with the responsibility of pioneering. In short, such teaching can make students more convinced of the scientific nature of the present conclusions, can give students more enlightenment, education, more conducive to the development of intelligence and personality.
(4) to be dialectical, not absolutist, to reveal the relativity of truth, and encourage students to be bold and innovative. All scientific truth is the dialectical unity of absolute truth and relative truth, are the correct understanding under certain conditions. For example, Marx's labor doctrine and labor theory of value, revealing the operating characteristics and basic contradictions of the capitalist mode of production at that time, while we are now engaged in the socialist market economy, and has entered the era of knowledge-based economy, which is very different from the founder of Marxism at the time of the study of the situation, so, the classic writers founded the labor doctrine and labor theory of value, and can not fully explain and solve the current problems of our country. problems of our country. Therefore, in our teaching, we must deal with the relationship between the absolute and the relative, and not to speak in absolutes; speaking in absolutes is not conducive to the students' acceptance of the principles and viewpoints of this course. The more absolutely we speak and do not allow students to ask questions, the less convinced they will be; and speaking in an overly absolute manner is not conducive to the development of the students' critical spirit and sense of innovation, and may lead to blind obedience. This is inconsistent with the mission of the course. Ideological and political courses have not only the obligation to teach students a little bit of truthful conclusions, but also the responsibility to liberate the mind. We should tell students that Marxism does not end truth but opens the way for recognizing it, that the existing principles of Marxism have not made everything clear and perfect, and that it is waiting for us to develop it further. Mao Zedong Thought, Deng Xiaoping Theory, the Important Thought of the Three Represents and the scientific concept of development are all further developments of Marxism in China. By telling students this, they will not be led to doubt the scientific validity of Marxist principles when they encounter problems that are not clearly explained.
(5) It is necessary to introduce some different viewpoints and listen to different voices in order to facilitate students to recognize and develop the truthfulness of Marxism in dialogue, comparison, identification, criticism and learning. According to the new curriculum concept, the curriculum is a social construction, a complex activity and process full of conflicts and struggles, constructed by the state, students, teachers, society and other aspects*** with the same participation. Such conflicts and struggles in ideological and political courses include both the struggle between Marxist and socialist ideology and various non-mainstream ideological views, as well as conflicts and contradictions between various trends of thought; conflicts between different aspects and strata of society with different perceptions of the value of knowledge, as well as conflicts between the teacher's values and the students' life experiences. Especially after culture has become a symbol of capital and power, knowledge has become an important resource in modern society, and education has entered an era of greater democratization, this conflict and struggle has become more intense and acute. In this struggle and conflict, although Marxism and socialist ideology occupy the dominant and legal position of dissemination, its realization is subject to the influence and constraints of different aspects and strata of society as a whole, and requires their consent and the approval of students. This influence and constraint will be even more pronounced, especially when, in accordance with the requirements of the basic education curriculum reform, students are regarded as the main body of curriculum construction and their life experience as a very important curriculum resource. This conflict and struggle will thus inevitably manifest itself in a process of dialog, negotiation, bargaining, and mutual compromise and concession. For this reason, we must solve the problem of conflict and coordination between normative and non-normative culture, socialist ideology and culture and non-socialist ideology and culture in the ideological and political classroom. At the same time, science is always established in comparison and develops in struggle, and Marxism, being a science, has to follow this law. Therefore, it is not possible not to introduce some different points of view and listen to the voices of different parties, and the students also have this requirement. Therefore, we appropriately introduce some different viewpoints in the classroom and listen to voices from different strata and trends of thought, especially the voices of the children of people on the margins of society and those at the bottom of the social ladder. This is necessary, which is conducive to the formation of a classroom atmosphere of humanistic concern, and also conducive to the students to recognize and develop the truth in the comparison and identification, critical reference, and better experience the scientific nature of Marxism and the humanistic spirit of socialist ideology.
(6) To show or guide students to discover the practical value of the conceptual principles of the teaching materials. Science should be able to explain various specific phenomena in its field of study and solve a little of the problems in its practical field. Thus, we want to make students recognize the principles of the Marxist viewpoint and general knowledge of social sciences as scientific reasoning, we must show or guide students to discover the practical value of the concepts and principles learned. First of all, we must make students realize that the basic principles of Marxism and general knowledge of social sciences are useful for the construction of our country and for their own success and growth.On August 26, 2003, Wuxi, Jiangsu Province, faced with heavy recruitment at home and abroad, openly recruited the chief city planner, the chief information technology designer, the chief investment promotion representative (to the Japanese), and the chief TV program hosts, with a salary of as much as 500,000 yuan a year after tax. The quality of these senior talents, none of which involves law, economics, politics, management and other social sciences. What does this tell us? Secondly, students should be made to realize that the basic principles of Marxism and general knowledge of social sciences are useful for their future personal life, work, production and family. For example, when a teacher was teaching "The Role of the Law of Value" in the first year of high school, he cited this example: there were three farmers who saw that people were getting rich from raising crabs, and that raising chickens was less profitable, but judging from the situation at that time, there were already a lot of people raising crabs in that year and fewer raising chickens, and the township government advised them to invest in chickens and not in crabs. One person listened to the advice of the township government and made a fortune by investing in raising chickens, while the other two did not listen to the advice of the township government and lost a lot of money by raising crabs. This shows how important it is to learn a little knowledge of the law of value and consciously apply it in daily life and work. Once again, our principles should be able to puzzle students and solve some cognitive problems. Contemporary secondary school students have an important feature in the quality of thinking, that is, independence and criticality have increased significantly, but it is easy to look at problems superficially and one-sidedly. When we talk about a certain point of view and principles, students are not what the teacher said they accept, they, especially good students always have many questions, always thinking in their heads, there is not something that is not so, they want to use the opposite thing to refute us. Therefore, our lectures, we must be good at capturing this state of mind, to find out the students in listening to the concepts and principles of the doubt, and find out the reasons for the formation of this doubt, and then the chest, water to the channel to point out their problems, and to guide them to analyze some of these problems.
3. Enhance the power of infection, strengthen the educational, highlighting the ideological. Ideological and political class is the study of ideas, successful ideological and political classroom teaching, not only requires fun, scientific, but also to enhance the infectious, strengthen the educational, highlighting the ideological. This is the nature of the ideological and political class decided. Secondary school students are in a critical period of physical, mental and life development, they live in different families, growing up in the era of reform, opening up and information technology, real life and all kinds of events and trends around the world are affecting them tangibly or intangibly. Their ideological understanding is mostly wavering. Different political views, worldviews, outlooks on life and values have an impact on their minds, and it is difficult for them to make judgments about what is right and wrong. Under such circumstances, it is very important to strengthen the ideological education function of this course. Ideological and political courses have the responsibility to arm students with theoretical views and help them to recognize these ideological and cognitive problems in socio-political outlook, world outlook, outlook on life and values in terms of scientific reasoning, and to grasp the direction of a correct life. To this end, we must, on the basis of in-depth investigation and research, feel the pulse of students' thoughts and fully explore the ideological education factors of the teaching materials, combine the teaching of the basic principles and viewpoints of the teaching materials with the ideological awareness of the students' problems and social realities, and carry out targeted ideological education for the students. In ideological education, we should pay attention to the following four points: first, strengthen the context of classroom teaching, adhere to the interaction of emotion and reasoning, with feelings; second, strengthen the practicality of classroom teaching and life, adhere to the combination of the world of science and the world of life, cognition and experience, pay attention to the activities of nurturing; third, the requirements of the hierarchy, differentiated treatment. According to the teaching materials and the different characteristics of junior high and high school students, junior high school should implement the daily code of conduct for secondary school students, patriotism and moral and legal education, focusing on the basic civilization of the formation of education; high school should start from the cultivation of students' dialectical thinking, the ability to judge right and wrong, and improve the students' ideological state, and further deepen the education of patriotism, collectivism, and the scientific world outlook, outlook on life, values, and the socialist ideals.
(C) the teaching method is used flexibly and appropriately, reflecting the law and individuality, the combination of the dominant and the main
First of all, the use of teaching methods must be in line with the characteristics of teachers and students and the content of the textbook, the school's existing teaching conditions, and is conducive to the optimal realization of the ideological and political teaching goals and tasks. Any teaching method has its own unique function, scope of application, a teaching method for some conditions is applicable, effective, but for another condition, it is not necessarily applicable, effective. Therefore, the use of teaching methods must be consistent with the characteristics of teachers and students and the content of the textbook and the existing teaching conditions of the school. From the teaching task, new knowledge teaching, generally with reading, lecturing and talking method; to solve the obstacles to understanding, generally with examples and explanatory method; to solve the ideological understanding of the lumps, generally with discussion, persuasion, emotional experience and value argumentation method; to review the old knowledge, generally with reading, thematic discussion, crosstalk, practice and illustration; to cultivate the ability to apply, innovation and comprehensive practical ability, it is mainly rely on the "use", generally using discussion, research study, social investigation and comprehensive practical activities. From the characteristics of the teaching content, if it is intellectual and material content, the reading method and narration method is used; if it is abstract ideas and principles, the method combining inspirational explanation and students' thinking and comprehension is used; from the students' situation, if it is the lower grades students and the poor class, the activities, demonstration, narration, reading, explanation and conversation are used more; while the higher grades students and the good class, the discussion, explanation, lecture, research studies, and social investigations are used more.
Secondly, the use of teaching methods should strive to lead and the main body to achieve the best combination. Fully mobilize and give full play to both teachers and students to achieve the best combination of dominant and subject is the key to improve the effectiveness of classroom teaching, but also the art of using teaching methods and the essence of the fundamental requirements. It requires the use of teaching methods, not only to give full play to the teacher on student learning, motivation, inspiration, guidance, organization, regulation, but also can not engage in "teacher-centered". Because the leading role of the teacher is to serve for learning, must be based on learning, its role in playing the degree and effect by the student's subject position constraints. For the same reason, we should fully mobilize and give full play to students' self-consciousness, initiative and creativity, so that students take the initiative to learn, but also can not engage in "student-centered". Because the teaching practice of this course has proved that, away from the leading role of teachers in student learning, engage in the so-called pure independent learning, cooperative learning or laissez-faire, the teaching effect is not good. To this end, we must strive to achieve the best combination of dominant and main body, the teacher's goal to lead, interesting passion and student perception of the materials, independent learning, teachers set doubts, questions, inspiration and guidance and students independent thinking, actively solve the problem, students questioned and teachers and students *** with the discussion, teachers and students with the brain, eyes, mouth, hands, teachers to encourage innovation and students to actively explore the organic combination of teachers and students to make both sides Always maintain a high degree of enthusiasm and close cooperation with the dynamic equilibrium state, to achieve the goal of the same direction, information output and input synchronization, thinking *** vibration, emotional **** song. Only in this way can we achieve optimal effectiveness of classroom teaching.
Once again, the use of teaching methods must reflect the unity of the law and personality, the teaching of ideological and political lessons and their own personal strengths organically combined to show their teaching characteristics and artistic style. Some people say that lectures should be characterized by comic humor, character-like images in novels, dramatic conflicts and poetic passion. I think that although we should learn from the reasonable factors in our lectures, we can not and should not be completely like this, ideological and political courses should have their own unique artistic style. Ideological and political class is an education class for the ideological and moral quality of citizens and the quality of social science and culture based on the teaching of Marxist general knowledge, and the nature of the course, which is based on moral education and compatibility of morality and intelligence, determines that the teaching process is characterized by social, cognitive, emotional, and practical characteristics. Accordingly, we should win with profound reasoning, vivid materials, emotional language, strict logic and interesting experiential activities. Teaching art style is the organic unity of law and individuality, law is the science of teaching, and individuality is the soul and charm of teaching. Every teacher should know himself correctly, according to his own actual situation and the characteristics of ideological and political class teaching, make the best use of his strengths, give full play to his own strengths, show his own personality and unique charm, to form their own corresponding teaching characteristics and artistic style: such as fun-type teaching characteristics and artistic style, rigorous-type teaching characteristics and artistic style, emotional-type teaching characteristics and artistic style, activity-type teaching characteristics and artistic style, or emotional and rational integration of teaching characteristics and artistic style. Artistic style or emotional and rational integration of teaching characteristics and artistic style.
(D) Classroom teaching structure is scientific and reasonable, harmonious and beautiful
Classroom teaching is like making an essay, the layout structure is very important, because according to the viewpoint of system theory, the function and the structure are closely related. Different structures can produce different functions. Therefore, to optimally realize the teaching objectives of ideological and political class, the class structure must be scientific and reasonable, harmonious and beautiful.
First of all, the logical order of the classroom teaching structure, that is, the steps of the activities must be in line with the internal logical order of the teaching content and the students' cognitive laws, to ensure that when the students learn new knowledge, their cognitive structure, there can be utilized, play a fixed role in assimilating the new knowledge of the old knowledge or concepts. Otherwise, it will result in meaningless mechanical learning and reduce the effectiveness of teaching.
Secondly, the classroom teaching structure of the links and steps of the time arrangement must be scientific and reasonable, conducive to highlighting the key points, break through the difficult points.
Once again, the classroom teaching structure is harmonious and beautiful, giving people artistic enjoyment. Should strive to achieve the exhibition and collection, break and continue, movement and static, Zhang and relaxation, teachers and students of the harmonious unity.
(E) pay attention to the construction of the system of the class, focusing on the macro-benefits
Different types of classes have different functions, and the internal relationship between different types of classes, also have different functions. The teaching implementation of ideological and political courses should not only study the optimization of the classroom structure, but also pay attention to the cooperation between classes, between different types of classes, between classroom teaching and extracurricular activities, social practice, optimize the system structure of the class, and try to coordinate the teaching of ideological and political courses with the teaching of other subjects, family education and the social environment, in order to make every effort to improve the macroscopic effectiveness of the ideological and political courses.