Optimization and Enhancement of Classroom Activity Design in High School Ideological and Political Education: Taking “Understanding Economic Globalization” as an Example

Abstract

Effective teaching in high school ideological and political courses relies on an accurate understanding of students’ learning situations, meticulous design of classroom activities, and systematic stimulation of learning motivation. This paper first analyzes three core contradictions in high school students’ learning of ideological and political subjects: the contradiction between the need for deep learning and shallow learning habits, the contradiction between insufficient internal motivation and an externally high-pressure environment, and the contradiction between abundant knowledge reserves and a lack of value identification. Based on this, using the lesson “Understanding Economic Globalization” as an example, it demonstrates that classroom activities grounded in authentic contexts, clear tasks, and diverse evaluations can effectively stimulate students’ enthusiasm for participation and their sense of agency, promoting knowledge construction, ability enhancement, and value identification. Finally, it summarizes teaching pathways for stimulating motivation: relying on authentic contexts, clarifying task divisions, establishing multi-dimensional evaluations, and designing value-oriented critical thinking activities that promote the integration of knowledge and action, thereby providing practical references for resolving teaching dilemmas and achieving the educational goals of ideological and political courses.