Situational Teaching Junior High Moral Lesson Effectiveness Research

With the rapid development of the new curriculum reform, the teacher in the junior middle school thought moral qualities lesson teaching of situation and puts forward new requirements. Because of the teachers on the teaching effectiveness of now didn’t spend a lot of time,In the ideological and moral lesson in how to improve the effectiveness of more and more attention by people and attention, it is explores the effectiveness of junior middle school thought moral lesson.First is the situation of the meaning, the theory of the four characteristics of situational teaching and the effectiveness of meaning and ideological and moral situation teaching:induced, life, intuitive; the theoretical basis of Ideological and moral lesson in situational teaching: construct the emotional and cognitive interaction theory, learning theory, theory with practice and theory. And then combined with the interview questionnaire and classroom observation, summarizes some problems in actual moral lesson ideas, such as "situation teaching design of single blind use of situational teaching; teacher role; error; situational teaching lacks continuity and so on". Finally through the context of rendering, situational experience, interactive dialogue, situational teaching to practice of open teaching and so on specific provide implications for teachers in practice.