High school ideological and political courses should be combined with social practice, and cultivate core competencies through independent thinking and collaborative exploration. The course emphasizes the construction of major concepts, adopts structured unit teaching, integrates knowledge systems, creates topic based, learning based, and practical activities, introduces multiple evaluations, realizes the integration of teaching and evaluation, enhances students' ability to handle complex problems, and promotes the development of core competencies in the discipline.

A teaching basis for ideological and political units based on broad concepts

Explored the theoretical basis and curriculum standards of ideological and political unit teaching based on broad concepts. The structuralist teaching theory emphasizes the construction of cognitive structures and the importance of student exploration activities, advocating that teachers design unit teaching based on broad concepts and guide students to independently construct knowledge systems. Constructivist learning theory is student-centered, emphasizing learning in real-life situations and promoting deep learning. The curriculum standards require the core concept of the subject, carefully selecting content, implementing core competencies, and emphasizing the central position of the concept in teaching. Unit teaching based on broad concepts helps students form overall cognition and promote the transformation of knowledge into behavior.

Two teaching cases of ideological and political units based on broad concepts

This article introduces a case study of ideological and political unit teaching based on big concepts, emphasizing the importance of unit planning. With the big concept of the unit as the core, learning topics are constructed through secondary concepts to achieve the goal of cultivating morality and talent. Taking the "Comprehensive Rule of Law" unit in the compulsory course 3 of "Ideological and Political Education" as an example, this article demonstrates how to extract the general concepts and lesson topics of the unit, as well as how to design unit and lesson objectives. At the same time, the importance of creating unit activities was emphasized, promoting the development of students' ideological and political core literacy through situational carriers and argumentative learning activities. Finally, the design of unit evaluation was discussed, emphasizing that evaluation should focus on students' ability to comprehensively apply subject knowledge to solve problems, as well as their subjectivity in autonomous cooperation, in order to achieve the integration of teaching evaluation.

Three concluding remarks

Emphasis was placed on the importance of ideological and political unit teaching based on broad concepts in achieving the goal of cultivating moral character, covering key aspects such as unit planning, goal setting, activity creation, and evaluation design. During the implementation process, big concepts serve as the core to guide various teaching processes and promote the overall construction of subject knowledge. Through topic based activity-based classrooms and task oriented evaluations, we aim to achieve in-depth teaching and enhance students' core competencies.