A case study of political classroom teaching evaluation under the new curriculum reform

When we use some evaluation scales to evaluate political lessons, we will find that most of them reflect the common evaluation requirements of a good lesson, such as clear and reasonable three-dimensional teaching objectives, prominent teaching priorities, effective breakthroughs in teaching difficulties, appropriate teaching methods and means, students' initiative in learning, democratic and harmonious classroom atmosphere and so on. Obviously, these evaluation requirements, which embody the new concept of curriculum reform, are difficult to reflect the disciplinary characteristics of political courses. Therefore, in the evaluation of political lessons, we should not only explain through theoretical explanations and teaching case analysis that a good political lesson should highlight the following three disciplinary characteristics.

First, on the basis of the organic integration of three-dimensional goals, we should pay special attention to the implementation of emotional attitudes and values. Highlight the main channel role of political lessons in moral education in middle schools.

Ideological and moral education and ideological and political education are explicit moral education courses, which have the inherent unity of intellectual education and moral education. Compared with the teaching objectives of other courses, it undertakes a heavier moral education task. Therefore, we should pay more attention to the implementation of emotional attitudes and values, so as to highlight the main channel role of political lessons in moral education in middle schools.

Case 1:. Consumers should be good at safeguarding their legitimate rights and interests. "

PPT projection: teaching case "Nanjing citizen Mr. Chen was cheated to buy functional toothpaste"

Student Activities: Read the textbook P73-75. On the basis of distinguishing and comparing the five ways of safeguarding rights, each group discusses and designs a way of safeguarding rights according to the above cases, and explains the reasons.

Student communication: ellipsis.

Teachers comment on students' communication, summarize and analyze five ways of safeguarding rights, and emphasize that safeguarding rights should choose appropriate ways to safeguard their legitimate rights and interests according to different infringement facts.

Teacher's question: If you had the same experience as Teacher Chen, would you take action to defend your rights?

Student communication: ellipsis. (Most students said they wouldn't take action, on the grounds that it was too much trouble, too much energy and not worth it to defend their rights for such a trivial matter as toothpaste. )

Teacher: Are there any students who choose to go to court?

The class was silent for a while. Suddenly, a classmate shouted "Yes".

The teacher forced me to ask: most students can't act. Why take action to protect rights?

Student: Toothpaste is a trivial matter, but if all the trivial things that infringe on consumers' rights and interests are not maintained, unscrupulous merchants will not change their fraudulent behavior and continue to cheat, which will harm consumers' interests.

The teacher fully affirmed the students' practices and viewpoints.

The teacher introduced the connotation and origin of public interest litigation, and told the fact that Li Gang and Hao Jinsong filed public interest litigation against the certification qualification of National Dental Prevention Group, guiding students to think: What is the significance of public interest litigation?

Student exchange: Students can agree that public interest litigation is really important for safeguarding consumers' rights and interests.

Teacher's comment: Public interest litigation is not about a person or a commodity, but about the public interest of the whole society. We consumers applaud public interest litigation and are happy that our rights and interests are protected. So, what about operators? Will they also be happy for public interest litigation?

Student communication: ellipsis.

The teacher concluded that public interest litigation not only protects the legitimate rights and interests of consumers, but also protects the legitimate rights and interests of law-abiding operators.

Teachers guide students to sum up the significance of consumers' learning to protect their rights: it is conducive to consumers and operators to achieve a win-win situation, maintain a good social and economic order, and promote the healthy development of the socialist market economy; It is conducive to enhancing citizens' legal awareness and moral concept of honesty and trustworthiness, and creating a law-abiding social fashion. ……

Comments: In the teaching of this clip, after creating a situation through Mr. Chen's deception case and organizing students to read, discuss and communicate, the teacher made an appropriate analysis of five ways to safeguard consumers' legitimate rights and interests, which helped students clearly and accurately grasp the teaching focus of this lesson "Ways and means to safeguard consumers' rights and interests". At this point in teaching, the knowledge goal of teaching has been achieved, and teaching could have ended. In this class, the teacher continued to ask: "If you had the same experience as Teacher Chen, would you take action to defend your rights?" "The teacher seized the opportunity to supplement the concept of public interest litigation and the thoughts and behaviors of the two public welfare defenders in time. The students were deeply moved, and some students eagerly expressed that they would join the ranks of public welfare rights protection in the future. When the students fully agreed with public interest litigation to protect consumers' rights and interests, the teacher continued to ask, "What about the operators? Will they also be happy for public interest litigation? " Once again, the students actively discussed it. The last part of this class discusses the significance of public interest litigation, which not only expands the teaching content, but also effectively urges students to experience, feel and understand the social significance of safeguarding rights, enhances students' awareness of safeguarding rights and social responsibility, sublimates this class, and highlights the disciplinary characteristics of ideological and political courses that pay more attention to emotional attitudes and values.

Second, implement the principle of integrating theory with practice, reflect the will of the state, and highlight the disciplinary characteristics of political courses that keep pace with the times.

Teachers of ideological and political courses should not only carefully study the teaching materials, grasp the knowledge system and logical structure of the teaching materials, determine the key and difficult points of teaching, and arrange the teaching contents in detail, but also introduce the major current political contents in a timely and appropriate manner and select the current political materials in combination with the teaching contents and real life. Applying it to classroom teaching, appropriately expanding the teaching content, realizing the organic combination of ideological and moral education and current affairs and political education, and timely supplementing the new major principles and policies of the party and the state into teaching, truly embodies the disciplinary characteristics of ideological and political courses advancing with the times.

Case 2: Teaching fragment of "Macro-control Means"

The first part: the function of planning means.

Teacher: What major construction projects did China invest in this century?

Students: Three Gorges Project, West-to-East Gas Transmission, West-to-East Power Transmission, South-to-North Water Transfer, Qinghai-Tibet Railway, etc.

Teacher: West-to-East Gas Transmission, West-to-East Power Transmission, South-to-North Water Transfer and Qinghai-Tibet Railway constitute the four major projects of the western development. These projects were put forward in the Tenth Five-Year Plan, and will be implemented only after they are planned.

Teacher: Not only does the Tenth Five-Year Plan put forward the strategy of developing the western region, do you know how the Eleventh Five-Year Plan adopted by the National People's Congress in March this year deployed the overall economic development of our country?

L: There seems to be something about developing the Northeast.

Health 2: The western region will continue to develop.

Teacher: The students seem to know something about the overall situation of national economic development in the 11th Five-Year Plan, but it is not comprehensive enough. Teachers' PPT shows the relevant contents of the 11th Five-Year Plan (omitted).

Teacher: Combine the tenth and eleventh five-year plans. Which student can summarize the role of macro-control planning means?

Teachers guide students to summarize the role of planning means.

Part II: The role of fiscal policy.

PPT shows comics: farmhouse music

Teacher: Why were farmers happy in 2006?

Student sketch performance: farmhouse music (mainly about canceling agricultural tax, increasing food subsidies and exempting students from tuition and miscellaneous fees in compulsory education in western China in 2006)

The teacher explained the various measures of benefiting farmers in the national finance in 2006.

Teacher: National measures to benefit farmers have greatly increased farmers' income. What impact will the increase of farmers' income have on China's economic development?

Students' discussion and communication: introduction.

The teacher concluded that farmers will increase consumption, and the increase in consumption will promote the development of production. Combined with the central government's efforts to increase support for agriculture, this paper explains the regulatory role of expansionary fiscal policy and austerity fiscal policy on the economy. Teachers guide students to summarize the role of fiscal policy.

Part III: The role of monetary policy.

The teacher introduced the news: The People's Bank of China raised the benchmark interest rate of financial institutions from April 28th, 2006. The adjustment range is 0.27 percentage points, and the deposit interest rate remains unchanged.

Student activities: 654.38 billion real estate agency loans were paid off in 654.38+0 years. For example, the benchmark interest rate for one-year loans was raised from 5.58% to 5.85%. According to the interest rate after this increase, how much more interest should the real estate agent pay than before? Teacher: Real estate agents will pay more interest. If property buyers borrow money to buy a house, they have to pay more interest. What impact will this have on the real estate industry?

Students discuss and exchange: raising the loan interest rate will curb the excessive development of the real estate industry.

Teacher: Explain the regulating effect of expansionary monetary policy and tight monetary policy on economy.

Teachers and students sum up the role of monetary policy together.

Comments: In the design of the above three teaching links, the current political information closely related to the teaching content is selected, such as the four major projects of western development proposed in the Tenth Five-Year Plan, the relevant contents of the Eleventh Five-Year Plan, building a new socialist countryside, controlling the overheated development of real estate, etc., which are all important current political contents of the national macro-control in 2006. This reflects Mr. Shi's high sensitivity to current politics. Only when the textbook theory is closely linked with the vivid social life can the subject characteristics of political lessons keep pace with the times be highlighted.

Third, pay attention to improving teaching methods and means, and strive to make teaching enter students' hearts. Realize the unity of understanding and guidance.

A good ideological and moral course must realize the transformation of teaching methods and learning methods, especially pay attention to students' life experience and cognitive status, pay attention to students' emotional attitudes, values and behaviors, and design various teaching activities for students' cognitive and emotional problems. Teaching should strive to hit the students' hearts directly, urge them to understand the truth in activities, sublimate their emotions, and finally achieve the teaching goal of integrating knowledge with practice.

Case 3: the teaching process of "respecting parents"

Guide a new lesson: video recording. (Family education for parents of blind children)

Part I: Incubation.

The first group of students interviewed their parents before class to understand their parents' concern about the fetus in the womb during their mother's pregnancy. In class, this group of students reported the exchange and interview. The students who communicated told their parents' deep love for them, and their words were full of emotion and pride, and the students who listened were deeply moved.

The second part: the birth chapter.

PPT projected a group of pictures of mother's caesarean section.

Student activities: talk about the feelings after looking at the picture.

Teacher: In the pain of mother's caesarean section and father's anxious waiting, a little life was born. When parents saw the baby was born, they were filled with joy.

The third part: Growth chapter

I'm growing every day. What are mom and dad doing?

In class, the second group and the third group report and exchange their feelings of being parents at home and working together for a day. Students experience through activities that their parents have not only made countless efforts to raise their children, but also worked hard in ordinary posts and made contributions to society. What impressed the students most was that their parents worked hard. But love yourself without regrets)

Teacher: Through the understanding of parents in the above three parts, the teacher asked the students to summarize why they should respect their parents.

Student induction training:

1. Respect parents' contribution to society

2. Respect parents' selfless dedication to raising offspring.

3.……

Part IV: Reflection.

Teacher: What can we do for our parents when we understand the difficulty and hardship of being parents?

Before class, the fourth group made an investigation on the status quo of students' respect for their parents. In classroom teaching, the fourth group reports the investigation report on the status quo of class students' respect for their parents. Through investigation, it is found that many students do not do well enough in respecting their parents.

Class discussion: As middle school students, what actions should we take to respect our parents?

Homework: Write a letter to your parents to express your gratitude.

Comments: The teaching of this class. Teachers are aiming at the situation that middle school students are over-cared by their parents and lack understanding of their parents' hard work. Teaching design pays attention to the application of students' various learning methods. The teacher carefully designs the students' activities before class. The four groups of students communicate in turn from gestation, birth, growth and thinking. All the students appreciate the hard work of their parents, their deep love for their children, and their due diligence in social services. When they look at their parents' lives from their own families and the whole society, students understand why they should respect their parents through mutual education, and they also reflect on each other. The success of this class teaching lies in completely subverting the traditional indoctrination education mode of political class teaching, entering students' hearts, paying attention to students' emotional experience and understanding of truth, and organically combining understanding and guidance, which has become the biggest highlight of this class.

From the analysis of the above lesson examples. It is not difficult to find that a good political lesson can only give full play to its functions if it embodies the characteristics of the subject. However, we must also be soberly aware that it is the ideal requirement for political lessons and the goal and direction of our teachers to reach the basic standards of general good lessons and fully reflect the characteristics of this subject. The evaluation of teachers' teaching situation is a complex systematic project. We should combine the ideal evaluation requirements with the actual situation of teachers. For example, for a novice teacher and a teacher with many years of teaching experience, we should put forward different evaluation criteria for them and track the teacher's teaching situation for a long time. For a teacher, we should constantly improve the requirements for his teaching evaluation. Some schools have begun experimental teacher portfolio evaluation. Therefore. The classroom teaching evaluation of political lessons should not only have clear idealized high standards, but also have specific requirements suitable for the development of each teacher, so as to promote the continuous growth of teachers and constantly improve the idealized evaluation standards in the continuous growth of all teachers.

(Editor: Li Xuehong)