The Explore Of The Middle School Political Lesson Situation Teaching Pattern

The American scholar Brooks points out that education reform should start with "how students learn and how teachers teach" rather than with administrative lawmaking.Many years teaching experience make me believe deeply that how the teacher carry out his teaching and the influence on the students are of great importance; knowing how to learn for the students is the key to the problem; but it is the teacher's choice and utilization of teaching method is the core of the problem.So, I think personally that during the time of the new round of elementary education curriculum reform, researching and choosing a new teaching method allows no delay. The middle school political lesson situation teaching method is the very method we just need to meet the requirements of the new times.With the guidance of Marxism theory, referring to the relevant knowledge in philosophy, pedagogy, psychology, politics, legal science and etc, using the researching methods like comparative analysis, case analysis, and face-to-face investigations synthetively, this article carrys out a relatively thorough discussion on the middle school political lesson situation teaching pattern.The whole article are divided into four parts. The first part is devoted to analyze the meaning, characteristics and elements of the middle school political lesson situation-teaching mode. It also gives clear definitions to the relevant concepts and categories.The second part elaborates the basis of the middle school political lesson situation-teaching pattern in the three aspects of reality, history, and theory. It tries to argue that this method is developed under the guidance of the Marxism theory, which has inherited the traditional Chinese situation teaching theory, referring to the modern western education theory. What is more, this method if gradually formed from thecurrent political teaching reality in middle school.The third part, from the perspective of the combination of practice and theory, elaborates the main content of the middle school political lesson situation teaching pattern, including the main principles, the general steps, concrete methods and strategies.The fourth part, from the angle of teaching practice, gives some reflections on several problems that should pay attention to during the appliance of middle school political lesson situation teaching pattern.I hope through the discussion on the basic questions above, which might be helpful to solving the prominent problems in the current middle school political lesson teaching practice, I can make my bit of contribution to the development of middle school political lesson teaching theory, to the discipline construction, and to the advancement of teaching practice.