| In the new current course reform in junior middle school thought moral character of new curriculum standard emphasized to students’ interest in learning and experience, caring for students’ spiritual growth needs, loved by middle school students to use the way of organizing curriculum content, the implementation of teaching, promote teaching experience. Further defined in the teaching process, we should pay attention to cultivate students’ interest in learning, to stimulate interest in learning, to promote their healthy growth. With the continuous deepening of the new curriculum, situational teaching are more and more concerned by educators and researchers, which requires us to attach great importance to the teaching situation, properly creating situation atmosphere and adapt to teaching, to stimulate students thinking and desire for knowledge, to realize the three-dimensional target of moral education task. That is to say, the construction of the ideological and moral teaching in junior middle school teaching situation, is to adapt to the new curriculum reform requires the development of the times, but also inspire students’ main body status, play a student interest in learning the inevitable requirement.Teachers, teaching and Research Department of the researchers and scholars have already realized the importance of creating teaching situation of subject teaching and learning interest of students, and made a lot of research and exploration. But most of the lack of theoretical study and practical guidance to effectively carry out the teaching situation, especially not for discipline specific ideological and moral lessons for the design of the corresponding concrete feasible teaching situation. How to create a good and effective appropriate teaching situation, is the key to the success of the situational teaching. Therefore, has the important practical significance for the study of moral lessons in junior high school learning interest and the creation of the ideological and moral lessons of junior high school teaching situation fully stimulate students’, is a valuable topic worthy of study.This study is the analysis of a large number of documents and reference to others on the basis of research results, according to the students, after my teachers and research workers of the large number of interviews to summarize the influence factors of the junior high school students learning interest in thought moral lesson, one important influence students interest in learning the cause is the teaching situation. I try to put forward the theoretical conception of junior high school students interested in the study of moral education, in view of the economic structure transition area of urban and rural schools compiled "effect of the junior middle school thought of learning interest and moral teaching situational factors questionnaire", and the reliability and validity of the questionnaire was tested with SPSS, with the ideological and moral lesson learning interest as the dependent variable, the tool teaching situation, teaching atmosphere, teaching leadership, teaching methods, teaching content, mode of learning resources, teachers’ personality charm of teachers’ classroom evaluation, such as language factor for different analysis, discusses the influence of situational factors model teaching in Junior middle school thought moral lesson learning interest,The research results show that:(1) the junior middle school thought moral qualities lesson learning interest and teaching situation of great relevance. The creation of good teaching situation in Junior Ideological and moral lesson teaching, can stimulate students interest in learning, and promote students to learn effectively, can receive the good teaching effect.(2) effects of Junior Ideological and moral lesson study interest teaching situational factors by the tools of teaching situation, teaching atmosphere, teaching leadership, teaching methods, teaching content, mode of learning resources, teachers’ personality charm of teachers’ classroom evaluation, such as language of 8 factors, the empirical validation of empirical model, the basic theoretical model fitting.(3) the influence of the junior middle school thought of learning interest and moral teaching situational factors in each factor questionnaire, data showed that there were significant differences in 8 factors of teaching situation, students in the classroom teaching atmosphere and so on tool. Among them,In the tools of teaching situation factors exist the level is a significant difference (P<0.01): students is much higher than the traditional blackboard teaching in the modern multimedia teaching score;There are significant differences in the classroom atmosphere factor (P<0.05):higher than negative atmosphere in the active classroom atmosphere score;In the leading role of teaching factor exist significant difference (P< 0.05), in the democratic teaching score much higher than authoritarian, indulgent type score, autocratic teaching score is the lowest;There are significant differences in the factors of teaching methods (P< 0.05):are higher than cramming teaching and textbook teaching only in the heuristic method of teaching, teaching and teaching score score, the differences between the heuristic teaching, teaching, teaching is not obvious, there were no significant differences between the cramming education teaching and the only textbook teaching;In the teaching content and resources factor exist extremely remarkable difference (P< 0.01):the scores in the teaching content rich resource is far higher than the single resource score;There are significant differences in the learning pattern factor (P<0.05):in the traditional collective learning model score lower than cooperative learning score;There are significant differences in personality charm of teachers factor (P<0.01):in the close type personality charm of teachers on the personality charm of teachers scored higher than distant type score;In the classroom teacher evaluation factors had extremely significant difference (P< 0.01) is higher than the critical evaluation:language and combat evaluation language in incentive evaluation language score, and combat evaluation language score is the lowest.(4) the teaching situation is the main influence factors of moral lessons in junior high school learning interest formation.(5) on the basis of moral lessons in junior high school learning interest factors influencing structure self interest in learning "effect of the junior middle school thought moral teaching situational factors questionnaire", has a good reliability and validity, can be used as a measure of junior middle school students’ interest in learning assessment tools.According to the results from the investment in education, classroom teaching atmosphere, teaching method classroom assessment, learning mode, language and other relevant teaching situation puts forward suggestions and strategies to cultivate the learning interest of students.(1) create a positive classroom atmosphere, make the distance between teachers and students psychological distance.(2) the innovation of teaching methods, adopt various teaching methods.(3) to build a new relationship between teachers and students and harmonious, showing good personality charm.(4) make full use of all available teaching resources, enrich the teaching content.(5) the proper use of classroom evaluation language. |
