The implementation process of topic based teaching in ideological and political courses was introduced, including three stages: lesson preparation, teaching, and expansion. Specific methods for lesson preparation, teaching, and expansion have been proposed, as well as how to promote teaching implementation through collaborative research mechanisms and diverse discussion mechanisms. At the same time, the topic based learning sheet was introduced as an auxiliary tool to improve teaching effectiveness.

1、 Collaborative research mechanism in teaching

The implementation of topic based teaching requires team collaboration to ensure high quality and sustainability. The collaborative research mechanism is based on a common understanding of teaching and research directions and themes, and through collaborative design and research, forms teaching ideas and strategies. Collaborative design includes both full process and phased collaboration, typically using phased methods where members divide their work to design and optimize teaching plans. Collaborative research improves teaching through classroom practice and reflection, using pilot experimental research. The normalization of topic based teaching should meet the evaluation requirements of "one core," "four layers," and "four wings," reflecting the unity of value and knowledge. Through a competency based framework, integrated thinking, big concept thinking, and collaborative teaching research, problem-based teaching can become a normalized teaching program for ideological and political education.

2、 Classroom diversified discussion mechanism

Deeply explored the implementation methods and importance of diversified classroom discussion mechanisms in the topic based teaching of ideological and political courses. Classroom discussion, as a core part of teaching, not only promotes communication and cooperation among students, but also enhances their critical thinking ability, deep learning ability, collaborative competitiveness, and subject core literacy. There are various forms of discussion, including desk discussions, group discussions, inter group debates, and whole class discussions, each with its specific practical logic and role allocation. Desk discussions are simple and efficient, group discussions emphasize role division, inter group debates focus on critical thinking and language expression, while whole class discussions are suitable for open-ended questions that require guidance and mediation from teachers. In addition, teachers play a key role in discussions, improving the effectiveness of discussions and student participation through mechanisms such as standing discussions, numbered presentations, and relay evaluations. These discussion mechanisms collectively promote the in-depth development of topic based teaching, realizing the application and transfer of students' knowledge.

3、 An auxiliary tool for discussing study materials

The topic based learning sheet is a core tool in the topic based teaching of ideological and political courses, aimed at guiding students' activities and recording the learning process. Designing a discussion sheet should follow the experiential introduction of teaching topics, situational understanding of essential knowledge, situational application of key knowledge, and creative transfer of subject knowledge. The design of learning list should consider teaching tasks, processes and development and application methods, emphasize personalized expression, and avoid a single model. For example, in the topic based teaching of "rule of law government", the discussion sheet achieves teaching objectives through four stages. The production of the discussion sheet is a collaborative effort that requires division of labor and reconstruction of plans within the group. The application follows the logic of pre class posting, in class recording, and post class supplementation, including pre class self-directed learning records, classroom collaborative learning records, post class extended learning records, and testing feedback. The topic based teaching of ideological and political courses emphasizes student subjectivity, activity, and nurturing nature, and needs to consider the learning situation and course characteristics.