The Countermeasures On Effective Using Of Situational Teaching Of Ideological And Political Teachers

In June2001, a new round of reform of basic education began. The newcurriculum that is based on the examination-oriented education and drawbacksproposed. Oriented education is a serious problem in the field of education over theyears which have not been able to solve. Oriented education makes our classroomalienation, alienation of personality, teachers in order to improve the enrollment rateas their teaching purposes, students focus on school places successfully promoted astheir own learning objectives, thus ignoring the real significance of education andteaching. In order to effectively implement the new curriculum, the Ministry ofEducation also specially formulated " common ideological and political curriculumstandards (experimental)", which proposes five basic philosophy courses. Thesefive concepts reflect ideological and political course teachers should practice startingstudent life, on the one hand to encourage students to master knowledge, on the otherhand pay attention to changes and cognitive ability, practical ability of their abilityand improve ideological and moral cultivation.The current ideological and political course materials compared with the oldtextbooks has been strengthened on life, fun and so. But still lack some abstractconcept or principle, such as the "measure of value "," macro"," outlook " and so on.The high school and middle school students in comparison, although their physicaland mental development of mature, growing stock of knowledge, ideology hasbecome increasingly active, abstract thinking ability significantly improved, but isstill difficult to complete their own independent and comprehensive form their ownopinion. This requires that we conduct abstraction, summarized, reasoning, I need thehelp of a lot of emotional material, the creation of a specific image situation, toensure proper and efficient thinking. The situation is an effective method of teachingcurriculum implementation. However, the presence of ideological politics teachers inthe use of situational teaching many problems, such as unreasonable situation,ignoring the context of the use of emotions, attitudes and values, goals, etc., so thatdoes not really play a role in the teaching mode. In this article, the author through their own teaching practice, and through accessto relevant literature on the ideological and political course in the use of teachersteaching in the presence of situational problems and causes countermeasures wereanalyzed. The full text is divided into three parts:In the first part of the situational teaching theories were expounded. First, a briefoverview of the meaning of context, then the connotation, the theoretical basis ofsituational teaching were analyzed, and explain the ideological and politicalsignificance of the effective use of Teachers of situational teaching.The second part analyzes the ideological and political teachers in the use ofteaching time situational problems and causes. First, from the three aspects of theproblems, namely the creation process before class problems in the process ofcurriculum implementation problems in the teaching reflection problem. And thencombined with the existing problems, from the community, schools, teachers’ideological and political course three factors to analyze problems exist reasons.The third part describes the effective use of the ideological and political courseteachers situational teaching strategies. First, the State and society to take measures toget rid of exam-oriented education, promote the new curriculum reform, but also toimprove the teacher evaluation system. Second, school teachers should be enhancedsituational awareness and actively promote the teaching of its practical application inthe teaching among. Finally, as an ideological and political course teachers, ateaching philosophy to establish a new, second, in-depth study of situational teaching,to build three new teacher-student relationship, four scenarios to enhance teachingreflection.