Classroom Learning Contexts For Secondary Ideological And Moral Creation

Despite of the fact that the great changes have taken place in the middle school morality textbooks in recent years, yet many teachers are used to instilling the moral ideas into the children. As a result, this kind of morality education is lacked of effectiveness. In the course of middle school morality education, the establishment of moral ideas and the formation of moral behaviors require the participation of emotions, so that moral education can be carried out in an effective way. Nowadays, one of the biggest tasks of the morality education reformation is to change the old studying style of students. With the change of learning style, the teaching style should also be changed. In other words, the education of morality should be centered on students. The teacher's teaching methods should serve the learning approaches of the students. Only the morality education has become a process of communication between teachers and students, can the student achieve a better learning method. A better and reasonable learning situation which is full of emotions is a solid basis to inspire the enthusiasm of the students. As a matter of fact, the student's learning is to realize the knowledge construction by the means of studying situation. In order to adapt to the development of the new lesson reformation and put the novel notion into practice, this article tries to create the learning situations in the teaching of middle school morality education. The creation of the learning situations in the teaching of middle school morality education is supported by the modern educational theories. This article has analyzed the advanced theories of the science of education, psychology and society. In the first part of this article, the definition and usage of class learning situation are put forward. Class learning situation is defined as follows: In the course of teaching, according to the basic principles of educational and psychological science and the students'ages and different cognitive features, the learning situation can be properly created so that the teaching can be carried out in an affective and better way. When the students'emotional activities have changed into the cognitive activities, the students'situational thoughts can be inspired; therefore, the students can get knowledge, improve skills and develop minds in the course. The function of the learning education means the inspiration of students'interest, strengthening the absorbing of knowledge, moulding students'temperament and shortening the distance between teachers'and students'hearts. In the second part of this article, the practical and theoretical basis of learning situation creation is put forward in the middle school morality education. In the third part of this article, the basic principles, essential conditions, procedures and its concrete means of learning situation creation is put forward in the middle school morality education. The basic principles conclude the principles of the student's inner requirement, the relaxing experience and the equality between teachers and students. Essential conditions refer to the proper teaching material."Proper"means the teaching of middle school morality education should adapt to the development of students and the demands of modern society development. Procedures conclude exhibition, perception, understanding and internalization of the situation. To create the better learning situation is an important way to promote the teaching result of middle school morality education. With the help of many teaching cases, this article introduces several concrete forms of situation creation in the teaching practice; besides this, it sincerely brings up the puzzlements in creating the learning situation. By the exploration of the learning situation creation in the middle school morality education, this article is likely to play a positive role in the teaching reformation of the middle school morality education.