Exploring the Superficialization of Inquiry-Based Activities in High School Ideological and Political Education: In-Depth Inquiry and Countermeasures

DOI: https://doi.org/10.62517/jnse.202617109

Author(s)

Yan Liang

Affiliation(s)

Chengdu Shude High School, Chengdu, Sichuan, China

Abstract

Inquiry-based activities in high school ideological and political education have problem of superficialization, which limits effectiveness of curriculum and also affects comprehensive development of students. This article first defines concept and connotation of superficialization, and systematically outlines its specific manifestations and multi-dimensional impact on teaching quality, while in-depth analysis shows that root cause of problem lies in lagging development of educational concepts, limitations of teaching methods, and disconnection between curriculum content and social reality. Article proposes corresponding countermeasures, including updating educational concepts to enhance deep thinking, reforming teaching methods and focusing on cultivating critical thinking, and integrating timely and practical curriculum content, thereby promoting fundamental transformation of ideological and political education, from simply imparting knowledge to guiding values and cultivating core competencies.

Keywords

High School Ideological and Political Education; Inquiry-Based Activities; Superficialization; Deep Teaching

References

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