Empirical Study On The Effective-oriented Teaching Of The Ideological And Moral Curriculum Integrated With The Socialist Core Values

Ideological and Moral Curriculum is a comprehensive curriculum which is based on the life of the junior middle school students. The fundamental purpose of it is to guide and to promote the development of the junior middle school students’ ideological and moral. And it is characterized by thoughtful, humanism, practical and comprehensive. Therefore, the teaching of this subject is an important approach and means to promote the Socialist Core Values into the teaching materials, into the classroom and into the mind(abbreviated as “three entries”). The purpose of this study is to objectively recognize the current situation of the effective teaching of the Ideological and Moral Curriculum which has been integrated with the Socialist Core Values, to discuss the flashpoints and the shortcomings of it, and to put forward some operational effective teaching countermeasures and management measures, so that to make substantial efforts for the furthering course reformation and for the promoting of the “three entries”.The study has respectively carried on the empirical research on the condition variables(the instructional designs), the control variables(the teaching processes) and the outcome variables(the teaching outcomes) of the effective teaching of the Ideological and Moral Curriculum which has been integrated with the Socialist Core Values in the sample school. Specifically, the stratified random sampling method was used to take 14 instructional designs and 14 classroom teachings of the 7 teachers of this subject in the sample school. About the instructional design samples, the design of the objectives, the analysis of the teaching content and the design of the teaching were analyzed respectively. About the teaching process samples, the students’ classroom behaviors, the teacher’s classroom behaviors, as well as the relationships among the teacher and the students in classroom teaching were analyzed respectively. About the outcome variables the two variables were considered: one was the short-acting outcome variable, the other was the long-term outcome variable. The completing quality of the problems, tasks, activities, homework and the realization degree of the objectives in the classroom teaching were analyzed as the variables of the short-acting outcome variable. The internalization level of the Socialist Sore Values was analyzed as the long-term outcome variable. And the study has carried on the questionnaire investigation and study about the internalization level of the Socialist Sore Values.The results found that :( 1) about the instructional designs, the statements of the objectives owe specification, the levels of the objectives are inappropriate and the objectives are too many. The analyses on the teaching contents are very different between each instructional design. And the teaching contents are closely linked to the students’ daily life.(2) About the teaching process, the students mainly study with the "personal" learning method, and the cooperative learning method is lesser. The teachers give priority to with "problem" teaching method. The levels of the subjectivity, the interactive, the democracy, the cooperation and the development are not high. The levels of the incentive are significant difference in different samples. The teaching contents are ideal universality.(3)about the teaching outcomes, the short-acting outcome is medium to good. The long-term outcome is different between the boys and the girls, and the effect on the girls is significantly higher than that on the boys.According to the research results described above, this study put forward some corresponding effective teaching and management strategies from the angles of preparing effective teaching design, implementing effective teaching process and achieving effective teaching outcomes:( 1) about preparing effective teaching design. First, some suggestions on the normative statements, on the appropriate level and on the appropriate number of the objectives are put forward. And then a kind of specific operation method of effectively analyzing the teaching content is introduced. Finally, some strategies are put forward, which relate to the relationship between the teaching and the objectives, to the teaching contents, to the teaching methods, to the teaching time and to the teaching evaluating.(2) About implementing effective teaching process, some corresponding teaching strategies and management strategies are put forward from improving the effectiveness of the students’ classroom behavior, of the teacher’s classroom behavior and of the relationship between the teacher and the students in the classroom teaching.(3) About achieving effective teaching outcomes, some strategies corresponding with the short-acting outcome and the long-term outcome are put forward.