How to improve the efficiency of ideological and political course teaching

"How to improve classroom teaching efficiency" is a common topic, which is especially necessary and important for new courses. In view of the current situation that students attach great importance to science and neglect literature, and do not like political classes very much, I believe that the efficiency of political classroom teaching is not high, which directly affects the effectiveness of students' learning, and will ultimately affect students' final political college entrance examination scores. Improving the efficiency of political classroom teaching is the key to doing a good job in political teaching. Based on my teaching experience, I believe that the following points should be done to improve classroom efficiency:

1. Stimulate students' interest in learning politics

In view of the fact that students currently think that learning ideological and political courses is useless Learning is to cope with the reality of exams. When teaching political courses, teachers should be good at stimulating students' interest in learning, arousing students' emotional excitement, and turning boring learning into a spiritual enjoyment. The following is a brief introduction to several commonly used methods to stimulate interest:

1.1 Jokes, comics, aphorisms, aphorisms, etc. in artistic works. These jokes, cartoons, aphorisms, and aphorisms are all very interesting. Teachers can get good results if they use it at their fingertips. For example, when talking about the dangers of dogmatism, tell a joke to the students: the employee of the grain store said to the manager: "Manager, the mouse ran into the oil tank." The manager asked: "Did you fish it out?" The employee replied : "No, I put the cat down." The students understood the dangers of dogmatism through laughter. This created an interest in studying politics.

1.2 Anecdotes and metaphors, witticisms, jingles, limericks, etc. in life. For these live humorous materials, teachers should be discerning, good at discovering them, and use them carefully. For example, when describing the shortcomings of my country's original economic system, you can use a jingle: "Foreign countries have Canada, and China has 'Everyone Takes'." Another example is when describing the backwardness of my country's rural productivity, vividly comparing farmers to "1007 Troops", "1" is a shoulder pole, and "00" is two buckets. When farmers farm, they take a hoe, dig a hole, sprinkle seeds, and then carry water to irrigate the ground. This metaphor vividly reveals the backward production conditions of hundreds of millions of farmers in our country who are struggling to make ends meet. This can also stimulate students' interest in learning.

1.3 Principles in experiments. For example, when talking about "consciousness is the reflection of matter", you can do an experiment like this: put a bamboo chopstick in a transparent glass filled with water, and let the students observe whether the bamboo chopstick is straight or curved. The students observe this The bamboo chopsticks of that time were curved. The teacher took out the bamboo chopsticks from the cup and asked the students to observe again. It turned out that the bamboo chopsticks were straight. Then the teacher analyzed it based on the physics knowledge the students had learned, so that the students could better understand the philosophical point of view that consciousness is a reflection of matter. At the same time, Make students have a strong interest in learning philosophy.

1.4 Fables and allusions. Many ideas in ideological and political courses are profound and abstract, while fables and allusions are concrete, vivid and interesting. Therefore, when analyzing a point of view, appropriately quoting some fables and allusions can make the boring content concrete, visual, popular and interesting, making it entertaining and educational. For example: use the fable of "destroying a child's growth" to illustrate the relationship between objective regularity and subjective initiative; use the allusion of "a blessing in disguise" to illustrate the principle of mutual transformation between the two contradictory parties; use "fire at the city gate, disaster will affect the fish in the pond" and "dead lips and cold teeth" to illustrate the principle of universal connection; Use "Jing people attack the Song Dynasty" to illustrate that things change and develop; use "fifty steps to laugh at a hundred steps" and "a fool eats cake" to illustrate the principles of the dialectical relationship between quantitative change and qualitative change, etc. This can make the classroom atmosphere active and the classroom teaching vivid interesting.

1.5 Interesting story. An old man named Chen lived with his daughter-in-law and grandson. Due to the unfilial piety of his daughter-in-law, the old man did not have enough clothes to keep him warm and had no food to eat. One year, as the twelfth lunar month approached the Spring Festival, the old man suffered from hunger and cold. A fellow villager felt deep sympathy and wrote in the middle of the hall: "I saw the children feeding the children through the window. I remembered that I fed the children. I fed the children and the children were hungry. Be careful that your children are hungry and my children are hungry." This vividly describes the relationship between the three generations of ancestors and grandchildren. . After the poem was posted, people in the village started talking about it. The daughter-in-law felt guilty and finally went to the old man to apologize. This story is vivid and interesting, allowing students to unknowingly understand that public opinion plays a very important role in maintaining morality.

1.6 Image metaphor.

It is to use certain concrete, simple and familiar things in teaching to explain abstract and incomprehensible content, so that the explained principles are interesting, appealing and persuasive. For example, when talking about how capitalists have obtained more surplus value due to the adoption of new technologies, some students put forward the idea that "new machinery and equipment can create surplus value." Theoretical accounts of this idea are more abstract and difficult to understand. Therefore, after the teacher guided the students to read the concept of surplus value carefully and understand the source of surplus value, he asked, "If Zhang ×× beat a chicken to death with a stick, do you think it was a stick that killed the chicken?" Many students understood. Can't help but laugh. This metaphor is novel, appropriate, humorous, reveals the essence of the problem, and stimulates students' enthusiasm for learning.

2. Transformation of the role of political teachers

In the new round of ideological and political curriculum reform, changes in the outlook on knowledge, students and evaluation call for the transformation of the role of political teachers. The implementation of the new curriculum has put forward many new requirements for teachers. Teachers must get out of the constraints of traditional role positioning and re-understand and shape their professional roles in the context of the new curriculum.

2.1 Political teachers should transform from authorities with knowledge to organizers of student learning. The new curriculum requires ideological and political teachers to change their image, become organizers of students' learning, and create conditions for students' independent learning. Our politics teachers must be good at designing questions and asking questions, especially controversial questions, so that students can think, explore and draw learning conclusions for themselves. Political teachers must first understand and recognize students' status as the subject of learning, respect students' subjectivity, and change the traditional "teacher-centered" approach. Pay attention to students' subjectivity and enhance students' subjectivity. The development of students' subjectivity requires teachers' guidance. Ideological and political teachers must truly carefully design every ideological and political class so that students can become the masters of the political class.

2.2 Political teachers should transform from imparters of knowledge to guides of student learning. An important task of curriculum reform is to change students' learning methods. Teachers have transformed from lecture-oriented teaching to teaching that advocates independent inquiry, guidance, and discovery. In the process of changes in teaching methods and learning methods, the role of political teachers will inevitably change, from a mere transmitter of knowledge to a guide for student learning. Students should be allowed to explore independently according to their own interests, and teachers should provide active guidance, including the selection of comprehensive activity topics, plans for comprehensive activities, conduct of specific research activities, and processing of activity results, etc. Political teachers must be clearly aware that it is their responsibility to guide students to learn, and the guidance of political teachers is extremely important for student development.

2.3 Political teachers should transform from executors in curriculum implementation to curriculum developers. The new curriculum advocates democratic, open, and scientific curriculum concepts, which requires that ideological and political courses must be integrated with ideological and political teaching. Political teachers must play a subjective role in curriculum reform. Political teachers cannot only become executors in curriculum implementation. Political teachers should become curriculum builders and developers. Therefore, political teachers no longer just serve as passive recipients of curriculum, but as active curriculum developers. This is consistent with the new concepts advocated by curriculum reform, and it is also a new requirement for political teachers. By participating in curriculum development, politics teachers can obtain professional development opportunities and promote the professional growth of politics teachers.

3. Be brave in classroom innovation

In the teaching practice of the new curriculum, cultivating students’ innovative thinking and innovative abilities must be undertaken and completed by innovative teachers. Without innovative teachers, it is impossible to cultivate innovative students. If political teachers want to make a difference in the new curriculum reform, they should strive to become innovative teachers.

3.1 Design suspense in the teaching process. The design of suspense can focus students' attention, arouse students' interest, and stimulate the desire to explore knowledge; otherwise, students will feel that your class is as uninteresting as ever.

For example, when you learn: "The decisive factor in dealing with international relations", you can ask: "Why did Japan invade our country for eight years and carry out a tragic massacre in Nanjing? Why does our country now establish diplomatic relations with Japan?" "What?" Such a question can easily make students' emotions suddenly rise and they are eager to know why. At the same time, I said to the students: "Students really want to know the answer, but I can't tell you right away. You might as well discuss it among your deskmates first." Why is this? This stimulates students' strong learning motivation, arouses students' attention, activates students' thinking, and is conducive to improving students' divergent thinking and forming a climax for students to discuss and solve problems.

3.2 In the teaching process, students must be "infected with true feelings". In the process of ideological and political teaching, teachers start from the depths of students' hearts and emotional heights, and use their own real and strong feelings to try to enable students to gain strong emotional experiences. Thereby reaching the realm of heart-to-heart communication and the sublimation of emotion and emotion! This is conducive to the teaching of our teachers and the learning of our students. For example, when teaching "Carrying forward the spirit of the Chinese nation", students can be guided to watch the video of the 2008 Wenchuan earthquake in Sichuan, my country, where we "united as one to fight the earthquake and provide disaster relief". Reproduce the touching scenes from that time to let students know that our Chinese nation is a great nation, a strong, fearless, and courageous nation. Under the leadership of the Communist Party of China, the strong Chinese people can overcome all difficulties and obstacles; at the same time, students can also experience the perseverance and selfless spirit of "when one side is in trouble, support from all sides". This will enable students to know that the spirit of the Chinese nation must be carried forward. A country and a nation cannot survive in the world of nations without this spirit. It also allows students to understand that the greatest value of life lies in responsibility and contribution to society. Finally, let the whole class sing "The National Anthem of the People's Republic of China". This teaching design extends simple classroom teaching to real social life, allowing students to get emotional experience, sublimate emotions, and strengthen the national spirit. Self-confidence and self-esteem.

3.3 Use music. Appropriate use of music in teaching can give students a refreshing feeling, stimulate students' interest in learning, quickly focus students' attention, and lay a good foundation for the smooth progress of the course. For example, when talking about "all things change and develop", play the music "Mountains don't turn, water turns": "If the mountains don't turn, the water will turn; if the water doesn't turn, the clouds will turn; if the clouds don't turn, the wind will turn; if the wind doesn't turn, the wind will turn." "The heart is spinning..." This kind of explanation can stimulate students' interest with the help of music, deepen students' understanding of theory, and also make boring philosophical principles vivid and vivid.

3.4 Give clever examples. In the teaching of political courses, if we can use interesting examples appropriately, it will sweep away the dull atmosphere of the classroom, arouse students' desire for knowledge, and set the tone for the explanation of the new lesson. For example, when talking about the concept of "connection", first play the recording of the philosophical fable "The lips are dead and the teeth are cold". It explains that the relationship between Yu State and Guo State is like lips and teeth, which is a relationship of mutual influence and mutual restriction, that is, "connection". So, what is "connection"? The students will read and discuss with great interest. It can not only cultivate students' interest in political studies and enhance students' understanding of theory, but also allow students to expand their knowledge and develop and improve their ability to analyze and solve problems through continuous participation and interaction.

3.5 Use multimedia. Multimedia teaching includes pictures, texts, sounds, dynamics, and intuitive teaching. It can not only arouse students' interest, but also achieve teaching effects that cannot be achieved by other teaching methods.

In short, there are methods for teaching, but there is no fixed method for teaching.