The Strategy Study Of Implementiong Situational Teaching In Eighth Grade Ideological&Moral Lessons

With the deepening of the new curriculum reform, situational teaching is attracting more and moreattentions. Situational teaching mainly treats student’s emotion as a bridge, which brings out a method ofcreating appropriate virtual or real situations to perform the teaching. Recent researches suggest thatsituational teaching is effectively functional in cultivating and developing the students’ ability in logics andmaking teaching activities become easier to carry out. This paper makes a specific discussion on how toapply situational teaching method in the Ideological&Moral lesson classes.This dissertation studies on the content’s characteristics of eighth grade Ideological&Moral lessonand the particularity of eighth grade students. It also discusses about how teachers should effectively carryout lessons with situational teaching to stimulate students’ interest in learning, to enhance their learninginitiative, to cultivate their creativity and to help them grow with all-round development. The purpose ofthis article is how to improve the efficiency of eighth grade Ideological&Moral teaching by examiningdifferent ways of creating situations in eighth grade Ideological&Moral teaching, implementing situationsand evaluate them. Based on the existed research results, further in-depth discussion is put forward in thisdissertation.The first part of this paper introduces the research purpose, significance, ideas, methods, necessity,innovation, background, connotation and theoretical basis around situational teaching as a brief overview.It points out that the use of situational teaching, not only helps to strengthen the feelings of students andtrains them with creative thinking, but also conducive to students’ positive emotion in joining the lesson, onthe other hand, enhance their abilities in communication and improve the actual effect of moral education.By analyzing the characteristics of students respectively from the four aspects in physiology,psychology, thought and behavior, the second part of this paper explains the “Eighth Grade Phenomenon”and why we are performing our study in this particular grade. Then comes to a brief overview of the eighthgrade Ideological&Moral learning materials within total eight chapters published by People’s EducationPress and analyzes their characteristics and applicability of the situational teaching. The analysis suggestthat we must change the traditional teaching mode and constructing a new method of teaching which couldadapt to the particular characteristics of Ideological&Moral teaching classes and also, characteristics of eighth grade students. Luckily, the situational teaching is able to overcome this shortfall: teachers andstudents interact in appropriate situations coexisted with inspiration and discussion, establishingharmonious teaching-learning relationship with mutual learning and mutual development. Therefore, theapplication of situational teaching in eighth grade Ideological&Moral lesson is truly in need by thedevelopment of the age, the curriculum reform and the all-round development of students.Finally, combining the practical teaching application of Ideological&Moral lesson in eighth grade,this dissertation indicates the existing problems in the current practice of eighth grade ideological andmoral lesson situation teaching, which are analyzed from four aspects with teachers, students, situationcreation and teaching environment. On the other hand, we discuss different strategies in implementation,preparation before class and evaluation after class in situational teaching in eighth grade Ideological&Moral course. The pre-class preparation strategies mainly elaborate how teachers should carry out thepreparatory work before the situational teaching. The implementation strategy focusing on how teachersshould further implement the teaching situation in class, introducing the specific methods that Ideological&Moral lecturers could apply, and how to carry out the situational teaching to make students integrate intothe situations and to improve teaching efficiency. After-class evaluation strategy focuses on how to performthe evaluation of eighth grade Ideological&Moral course.