Experience in teaching method reform

Introduction: Taking the deepening of practical teaching reform as the starting point, we have effectively improved the shortcomings of traditional ideological and political theory course teaching that emphasizes indoctrination over internalization, cognition over experience, and theory over practice. Two platforms have been created. , an experiential ideological and political theoretical course practical teaching model that combines three practical trainings. Implement reforms in teaching methods. Teaching method reform experience

1. Conduct pre-class research to understand students’ needs, grasp students’ characteristics, and design teaching content in a targeted manner.

Understanding students is an important prerequisite for teaching students in accordance with their aptitude. In order to understand students' needs and grasp their characteristics, the course team conducted a pre-class survey. For example, the pre-class research activities of the "Introduction to the Theoretical System of Mao Zedong Thought and Socialism with Chinese Characteristics" group are arranged to be conducted during the winter vacation before classes in the fourth semester.

2. Grasp the unity of students' needs and individuality, carry out "one-to-one" communication on the basis of "one-to-many" teaching, and promote the combination of in-class and extra-curricular classes.

Ideological and political theory classes are generally taught in large classes, and they mainly meet the individual needs of students; students’ individual needs should also be met through extracurricular activities. Many teachers communicate closely with students through inter-class chats, after-class conversations, office interviews, etc., allowing students to master things that cannot be learned in the classroom. One-on-one, face-to-face communication not only promotes academic exchanges between teachers and students, but also promotes exchanges of ideas and emotions between teachers and students.

3. According to the characteristics of students in the Internet era, combine offline and online classes.

Teachers of ideological and political theory courses are encouraged to communicate with students across time and space through online classrooms, emails, Fetion, Renren, blogs or Weibo, QQ or MSN. Online communication can not only answer students' questions in a targeted manner, but also effectively eliminate the psychological distance between teachers and students.

Fourth, combine the characteristics of students, give full play to their strengths, and diversify assessment methods.

The assessment of students basically consists of two parts: half of the usual grades and half of the final grades. The forms of assessing daily performance include social research reports, student classroom presentations, mid-term reading reports, classroom assignments, final papers and their defenses, etc. For example, the "Compendium of Modern and Modern History of China" course group organized students from the School of Fine Arts to create art based on the course content. More than 200 first-year students used sculptures, paintings, calligraphy and other artworks to reflect what they learned in class.

5. Encourage students to write, respect student labor, and select the best students’ work for publication.

Compiling and publishing the best students’ work can not only transform their wisdom into social benefits, but also encourage subsequent students to study hard. In recent years, the school has compiled and published books for students such as "Life Insights of Tsinghua Students" and "How Tsinghua Students Learn Marxism", etc.

6. Regularly summarize experiences, reflect on problems, and constantly improve the teaching model of "teaching students in accordance with their aptitude."

Teaching seminars are held every year, and a "teaching forum" or "academic salon" is held monthly to strive to improve the teaching and scientific research level of teachers in ideological and political theory courses, so that experienced teachers with rich teaching experience can achieve outstanding teaching results. Famous teachers provide demonstration guidance to young teachers and provide guidance and guidance, so that young teachers can make rapid progress. In recent years, the student evaluation scores of ideological and political theory courses have been consistently higher than the average scores of all courses in the school. Experience in teaching method reform

First, to promote the teaching reform of ideological and political courses, we must find the breakthrough point for reform and innovation.

The "Shanghai Ideological and Political Course Teaching Activity Month" has been held for three consecutive years, integrating key tasks, important projects, and major activities related to the construction of ideological and political courses, and creating a "combination punch" to promote teaching reform. , expand social influence and create a good atmosphere. The "Shanghai Ideological and Political Teaching Forum in Colleges and Universities" has been held for six consecutive years.

Established 6 collaborative groups for teaching ideological and political theory courses in Shanghai universities. Construction of "Ideological and Political Course Yi Class Platform for Shanghai Colleges and Universities (Ideological and Political Yijia)". Yiban has so far registered more than 1.14 million users, with an average of 5 million visits per day. In addition, we also actively guide and organize teachers of ideological and political courses in colleges and universities to enter middle school classrooms for on-the-spot observation, and promote the connection of moral education courses in large, middle and small schools from the perspective of classroom practice.

Second, the key to promoting the teaching reform of ideological and political courses lies in teachers.

Through the teacher training program, we allow teachers to stand firm and stand on the podium of educating people. A three-dimensional training system has been formed that combines pre-job training, course rotation training, theoretical learning, teaching observation and other forms to comprehensively improve the overall quality and ability of teachers.

Through career development funding projects, good teachers can stand out; young and middle-aged teachers with outstanding teaching and scientific research achievements and courage to innovate are selected and trained through project funding and other means. Every year, in various talent training plans such as Shanghai's "Shuguang Plan", quotas for teachers of ideological and political courses are listed separately to form a demonstration and leading role.

Third, promoting the teaching reform of ideological and political courses must be supported by subject research.

On the one hand, we strengthened theoretical research, implemented the national education reform pilot project, overall planning of moral education courses in universities, middle schools and primary schools, and launched the "Teaching Guide for Teachers of Ideological and Political Theory Courses in Colleges and Universities from the Perspective of Overall Planning". On the other hand, it promotes the transformation of subject advantages into teaching advantages. Implementing the Summit Plan for postgraduate talent training in the discipline of Marxist theory in Shanghai, selected outstanding papers that meet relevant conditions can be listed as outstanding postgraduate achievements (dissertations) in Shanghai for that year.

Through continuous efforts, the quality of ideological and political teaching in Shanghai universities has been significantly improved. However, we are also clearly aware that the current international and domestic situation is becoming increasingly complex, and the construction of ideological and political courses in colleges and universities has greater responsibilities and more arduous tasks. In the next step, we will focus on three aspects:

First, we must build a disciplinary collaboration platform and give full play to the advantages of collaborative innovation. We must focus on the comprehensive and holistic characteristics of the Marxist theoretical discipline and build a disciplinary collaboration platform that not only gives full play to the basic role of the Marxist theoretical discipline in the teaching of ideological and political courses, but also strengthens the support of interdisciplinary disciplines in the teaching and research of ideological and political courses. effect.

Second, we must do a good job in the top-level design of the system and promote teachers to take root in the education platform. The "Shanghai University Ideological and Political Theory Course Teacher Team Construction and Development Plan (2013-2017)" will soon be released to further leverage the "policy dividend", enhance the status of teachers, and stimulate teachers' professional development.

Third, we must do a good job in the overall construction of curriculum reform and promote teaching reform from the municipal level. We will further improve the "Ideological and Political Course Teaching Guide" based on the new version of the teaching material syllabus. Using "Basic Courses" as a pilot course to study and launch "Super Big Classroom" (an experimental course for ideological and political teaching in Shanghai universities), it highlights "problem orientation, student participation, and teacher-student interaction", and inspires all teachers and students to actively participate in teaching, research and teaching, and * **Enthusiasm and energy for discussing teaching issues. Teaching method reform experience

1. The guarantee mechanism of the teaching model of "large class lectures and small class discussions".

The school party committee has always attached great importance to the construction and development of ideological and political courses; the school party committee standing committee regularly holds special seminars; the establishment of the Marxist School and the heads of relevant functional departments such as the Academic Affairs Office and the Propaganda Department also participated A joint meeting system; special funds are allocated every year to support all teachers to conduct research in the frontiers of reform and opening up, red revolutionary base areas, Sichuan disaster areas and other places, and apply the first-hand information obtained from the research into classroom teaching. School leaders regularly attend ideological and political classes every semester; school leaders serve as instructors for small-class discussions in ideological and political classes. The Academic Affairs Office works closely with multiple departments to provide institutional guarantees for the implementation of the teaching model of "large class lectures and small class discussions". Establish a "small class discussion" instructor access system, appointment and assessment system, and regular training system. So far, ***3,500 instructors have participated in organizing "small class discussions" for five ideological and political courses in the school.

2. Characteristics of the teaching model: large class lectures and small class discussions.

Ideological and political courses? Large class lectures? Most of them are classrooms with one to two hundred people. Small class discussions? Natural class units of 30 people, combined with the hot and difficult issues involved in large class lectures, discuss, accounting for 18% of teaching hours. On the one hand, through "large class lectures", the theoretical origins, theoretical systems, and key contents are explained clearly, so that students can master theoretical knowledge; on the other hand, through "small class discussions", discussions are carried out in connection with international, domestic and college students' thoughts and practice, so that students can communicate in the exchange. Deepen the understanding of basic theories and achieve the purpose of teaching ideological and political courses to improve the mind.

1. Large class teaching and extensive use of case teaching methods. A research center for case teaching of ideological and political courses was established, special funds were allocated to strengthen case teaching research, and case analysis and case teaching teachers' books for 4 courses were compiled and published.

2. Small class discussions focus on highlighting the guiding role of teachers. ?Small class discussions? There are instructors. Instructors should prepare for the discussion, determine the topic and discussion format, and guide students; summarize and improve the discussion situation, so that the small class discussion can be heated but rational, and the debate can grasp the direction.

3. Small class discussions focus on mobilizing students’ in-depth participation. Based on the actual thinking of students and in response to the questions raised by students, teachers sorted out a number of discussion topics that are connected and matched with the special teaching content of "large class lectures". Students should review relevant literature and write discussion outlines according to the discussion topic. Instruct teachers to organize discussions in a way that students like and accept.

3. Practical experience of large class teaching and small class discussion teaching model.

? Large class teaching, small class discussion? The practical exploration of this teaching model has become increasingly mature, and the results have been summarized and published in the book "Exploration and Practice of the Teaching Model of Ideological and Political Theory Courses in Colleges and Universities? Large Class Teaching, Small Class Discussion". We deeply realize that, first of all, "large class lectures and small class discussions" can fully mobilize students' enthusiasm and initiative in learning and promote the transformation of teaching material system into teaching system. Secondly, the teaching model of "large class lectures and small class discussions" focuses on integrating theory with practice, which improves students' ability to use the theories they have learned to analyze and solve practical problems. Finally, the teaching model of "large class lectures and small class discussions" helps equal communication and two-way communication between teachers and students, and helps promote the transformation of teachers' classroom teaching into students' self-education.