The Implementation Of Experiential Teaching In Junior Middle School Political Education Value And Path Study

Modern educational psychology research shows that the process of students learning is not only to acquire knowledge, but also to find problems, analyze problems and solve problems. In the traditional education, too much attention has been paid to the acceptance of learning, while ignoring the experiential, problem-based learning. Junior ideological and political lesson is a comprehensive course based on students’ life, aim to guide and promote the development of students’ ideological and political. “Junior high school political character new curriculum standard(2014 Edition) "promulgated by the Ministry of Education emphasized the importance of " paying attention to the student’s emotional experience and political practice " and " guiding students to learn”. However, the phenomenon of injection and cramming is more serious in the junior ideological and political teaching, which affected the function of Junior ideological and political lesson.Therefore,meeting the needs of the development of the times, reform the teaching methods and using experience type teaching timely in junior ideological and political lesson, to stimulate students learning enthusiasm and initiative, has become the realistic subject under the new situation of junior high school thought political qualities lesson teaching reform urgently awaits to be solved.The full paper is divided into five parts. The first part, introduction. The second part, the related concepts and theoretical basis of experiential teaching. The third part, The value and significance of experiential teaching in junior high school. The value and significance of experience teaching in junior high school political lesson to help to highlight the personality charm of teachers, to stimulate classroom vitality, to change the students’ learning style, to form students’ creative thinking, to enhance students’ comprehensive quality, as well as to build a harmonious relationship between teachers and students and so on. The fourth part: the dilemma faced by the implementation of experiential teaching in junior high school political education. Through the empirical research, and draw on the research results of other scholars, analysis the problems need to be solved urgently from three parts of school, teachers and students. The fifth part, the principle and path choice of experiential teaching in junior middle school thought political character lesson. Points out that the three basic principles should be adhered to. The principles are the principle of the unity of consciousness and unconsciousness, intelligence and non intelligence, the principle of pleasure and ease of experience and the principle of mutual trust and mutual trust between teachers and students. And puts forward the basic path of experiential teaching.First,grasp the four key links, the creation of situations and opening experience, designing issues and activation experience, exchange of income and perception experience, evaluation, reflection and proof of experience.Second,rational use of three forms, discussion style experience, situational experience and active experience.Third,attention to solve the two problems, that is not all the sections of the ideological and political lesson applicable to experiential teaching, correctly handle the relationship between experiential teaching and traditional teaching methods.Fourth,focus on improving the comprehensive quality of teachers.