Research On The Problems And Countermeasures Of The Junior Middle School Thought Moral Qualities Lesson In Case Teaching

Due to the change of education environment, the demand of the reform of basic education and quality education’s voice, and to explore the teaching methods of suitable for the requirements of the new situation, to guide the teaching of junior middle school thought moral practice, appear very necessary, also become an urgent task faced by the teachers of junior middle school thought moral. Case teaching is a teacher according to certain teaching target, teaching content and the related knowledge, in real life the real situation of refining, guides the student to analyze a given case material, discussion, summary, so as to let the student active learning in class, improve students’ comprehensive ability of a kind of teaching method. It emphasizes that take the student as the main body, in order to cultivate students’ autonomous learning ability, practical ability and innovation ability as the basic value orientation, it will be a junior high school moral character of combining theory and practice. Therefore, the use of case teaching in the junior middle school moral character, to promote the teaching reform and strengthen the junior middle school thought moral qualities education has important theoretical significance and practical significance.In this paper, the integrated use of literature research, questionnaire, interview method and observation method and other research methods, combined with himself in the education internship can see thinks, according to the psychological characteristics of the junior middle school students, from two aspects of theory and practice, a preliminary discussion on the problems existing in the junior middle school thought moral case teaching and the improvement measures, as much as possible in order to improve the junior middle school thought moral case teaching effectiveness.First of all, this study on the connotation of case teaching, junior middle school thought moral connotation of case teaching is set on the characteristics of case teaching and the characteristics of the case teaching of junior middle school thought moral are analyzed. On the premise of clear case teaching related concepts, analyzes the junior middle school thought moral necessity of applying case teaching. Secondly, analyzed the current situation of junior middle school thought moral case teaching: on the one hand, the case teaching in the junior middle school thought moral use has obtained certain achievement. Mainly reflects in case teaching status gradually improve, constantly enrich form of case teaching, case teaching is increasingly significant effectiveness in three aspects. Case teaching, on the other hand, many deficiencies still exist in the using process. Main show is confusing concepts, mistake, for example, when the case; Tasted, case teaching further; Ignoring the main body, case teaching efficiency is low; The lack of security, the feedback mechanism is not sound and so on four aspects. Then, there is a deviation from the teachers’ understanding of the case teaching, teachers’ ability to apply the case teaching, inadequate perfect case repository, school school case teaching from four aspects, such as limited conditions for the cause of the main problems of case teaching in made a more in-depth analysis. Finally, the article puts forward the countermeasures of problem solving from four aspects: namely, rectify the understanding of the case teaching, case repository, enhance the teachers apply the art of case teaching, case teaching information feedback mechanism.