Cultivate The Students’ Consciousness Of Problems In The Process Of Ideological And Moral Teaching In Junior High School

Cultivate the students’ consciousness of problems in the process of ideological and moralteaching in junior high school is an important breakthrough of cultivating students creativity, is to adapt tojunior high school students ideological and moral formation and development of objective laws, to adapt tothe curriculum reform of basic education, is the inevitable requirement to better achieve the teaching goalof Ideological and moral lesson. Cultivate students’ problem consciousness is accord with the subjectcharacteristics of the ideological and moral education, is an important driving force to change the mode ofstudents’ learning, is not only beneficial to the internalization of student moral cognition and the perfectionof the cognitive structure, and is beneficial to the formation of the students’ creative consciousness andindependent personality.However, the ideological and moral teaching in junior middle school in the present, due to thebondage of traditional exam-oriented teaching goal, and due to the restriction of traditional assessmentsystem, and due to the obstruction to the utility value of education, the question consciousness of both sidesof teaching subjects is weak. From the teacher’s point of view, the lack of awareness of the importance ofcultivating the students’ problem consciousness, adhere to the traditional teaching of inertia, lack ofinitiative of setting questions and stimulate interest in classroom teaching; pay attention to ideologicalnature of the ideological and moral lesson, ignoring the practical features, classroom questioning can’teffectively excavate resources of life, the questions’ ideological content and life not well combined,disconnect the students’ real life; lack of teaching wisdom, the problem of setting is lack of interest. Fromthe students point of view, the lack of subject consciousness, cognitive bias in ideological and moral course,completely in the ideological and moral lesson learning is in a state of passive and rely on, not be able torealize the internalization of moral knowledge by thinking, experience, and comprehension actively; thecourse problem consciousness is weak, some students questioned enthusiasm tend to be diluted by theauthority of teachers, more show a dazed and confusion. As a result, these unfavorable factors seriouslyaffect the effectiveness of ideological and moral education.Cultivate students’ problem consciousness is a systematic and complicated project. It is not onlyneed to establish a new relationship between teachers and students, to strengthen the students’ subject consciousness, to make students dare to challenge, dare to criticize; and need teachers combining thecharacteristics of the ideological and moral education, closing to the real life of students, to guide studentsto discover and solve problems; also need teachers carefully creating problem situation, to promote thestudents’ cognitive conflict, to make the students produce strong desire for knowledge, thus to make thestudents to think actively and solve problems; still need to enhance the students’ ideological and moralconsciousness of learning, need to strengthen students’ Ideological and moral curriculum consciousness,make them understand the logical structure of the teaching material content, characteristics, as well as therelationship with the life practice, master the rules of learning ideological and moral lesson, know where tofind the problems and puts forward problems; finally need to optimize the student assessment, to fullyaffirmed the progress of students, so as to enhance the enthusiasm of students’ self-confidence and theenthusiasm of studying moral character. Eventually through these strategies to enable students to form astrong problem consciousness, in the process of learning to want to ask more, will ask a few more "what"and "why" and "to do", really become the master of learning.