A Study on Optimization Strategies for Situational Teaching in High School Political Education Classes
Abstract
aligned with the requirements of the new curriculum reform, situational teaching can effectively break away from the traditional classroom
model of theoretical indoctrination, transforming abstract subject knowledge into concrete and tangible learning content, thereby enhancing
students' classroom engagement and proactive learning. Currently, scenario-based teaching in high school political education classrooms still
faces numerous challenges in practice. These include scenarios that are disconnected from students' real-world experiences, monotonous and
rigid presentation formats, insufficient integration with course content, superficial student interaction, and an incomplete assessment system.
These issues directly limit the practical effectiveness of scenario-based teaching. In light of this, this paper combines the teaching objectives
of the high school political education curriculum with students' cognitive characteristics. It explores strategies for optimizing scenario-based
teaching from five aspects: selection of scenario materials, innovation in presentation formats, deep integration of content, improvement of
interactive mechanisms, and the construction of an evaluation system. The aim is to enhance the quality of high school political education
classroom teaching and promote the innovative upgrading of classroom teaching models.
Keywords
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DOI: http://dx.doi.org/10.70711/wef.v4i2.9624
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