A Research On The Situational—experiencing Instruction In Idology And Morality Teaching In Junior Middle School

The situational—experiencing instruction refers to a kind of didactical mode administered by teaching law, which requires the teacher to create better teaching atmosphere and teaching situation in order to help their students to get knowledge and cultivate positive emotion from these situations what they experienced.The purpose of implementing the situational—experiencing instruction in ideology and morality teaching in junior middle school is to reform the traditional ideology and morality teachings mode and to lead the students to comprehend moral knowledge, exercise moral competence, cultivate the students' moral emotion and behavioral competencies in a great of reality what they experienced. The paper studies on the situational—experiencing instruction in ideology and morality teaching in junior middle school mainly includes the following parts.The first part: the summarization of the situational—experiencing instruction. This part of the study includes summary of basic connotations of the situation—experiential instruction and the basic characteristics of it theoretically. The paper also investigates and concludes the implementation significance of situation—experiential instruction. Thus the content of this section also is the standpoint and end-result of this study.The second part: the necessity and possibility for junior middle school to implement situation—experience instruction in ideology and morality class. This paper investigates characters of traditional moral education in junior high school deeply and finds the multiple reasons which make moral teaching can't completion mission of it. On this basis, the paper studies conditions of implementing situational—experiencing instruction and gives conclusion that we can use it to improve traditional ideology and morality teaching.The third part: problems of situation—experience instruction in junior middle school ideology and morality teaching process. This section mainly sources form literature review and investigation of the situation—experience instruction in the junior middle school. In this way, these problems of situation—experience instruction were found out and the problems of the under reasons were analyzed as well.The fourth part: the strategies for situation—experience instruction for ideology and morality teaching in junior middle school. The paper studies on five aspects around the situation—experience instruction. They are criterion, basic mode, Teaching examples, evaluation and the requirements for teachers how adapt to the situation—experience instruction. Thus, this paper provides us some comprehensive answers for how to implement situation—experience teaching in junior middle school. This part also is the key part in the research.