A Study On The Teaching Of Digital Stories In Junior Middle School

Under the background of the educational informationization and the moral education into daily life, the2011edition of ideological and moral curriculum standards put forward new requirements and new challenges in teaching of the ideological and moral course. Thus, a teaching approach used widely abroad which is called ’Digital Stories’teaching began to come into our vision. The paper studied the ’Digital Stories’ teaching in ideological and moral course of junior high school from two-tier including theory and practice.First, papers discussed the concept, features, type, achieve tools, theory based and the research status both at home and abroad education of ’Digital Stories’from theoretically. It pointed out that ’Digital Stories’teaching is:under the teachers’guidance, students around a theme, take the form of group cooperation, basis thought character courses content and combined itself life experience to prepare story, then with modern digital multimedia technology showing the story out, last on digital story works for evaluation and publishing,which is a new teaching way.Then, on the basis of the above theoretical research, combining with the early questionnaire survey on students and teachers’simple interview, as well as the ideological and moral course and the digital story, its own characteristics, papers designed’Digital Stories’teaching in junior middle school moral education from three-degrees including teaching objectives, teaching processes and teaching evaluation.Last, on the basis of the study on theoretical research of ideological and moral course ’Digital Stories’teaching design, combining with the empirical research including market research, school visits, classroom observation, students investigation, teachers interviews and so on, papers analyzed ideological and moral course ’Digital Stories’teaching’s feasibility from three aspects of hardware and software, teachers and students conditions and courses content; It developed teaching activities implementation programming correspondingly which has been validated in a junior high school of Nanking for about two months and which also has developed out corresponding’Digital Stories’teaching instance. Combining with two months of teaching practice, post-questionnaire survey and teacher interviews results, papers reflected and prospected the ideological and moral course ’Digital Stories’teaching in junior middle school from three aspects:the advantages and functions, problems and countermeasures.