The Research Of The "New Five-Step Teaching Method" In The Middle School Ideological And Ethical Course

Dewey's pragmatic education thought once had a remarkable effect in the development history of education reform and later his thought especially was researched, inherited and developed by the descendants always. Circling “education is life”, “education is growth” and “education is the reconstruction of the experience”, his pragmatic education thought advocates “learning by doing” and requires the thought of “learning by doing” runs through every aspect of teaching domain. After that, he further proposed in detail that teaching shall be divided into five stages, that is, the teaching thought of “five-step teaching method”, which is inherited and developed by the descendants. Later, Dewey's pragmatic theory of teaching was introduced into China. Mr. Tao Xingzhi, a famous educator in China, regarded it as a classical theory and believed that, as an important ideological weapon, the theory would be the theoretical basis for saving China through education. After having a full understanding of Dewey's theory and with a full consideration to the actual education conditions and the situations in China as a whole, Mr. Tao generated a theory of education and teaching that was centered on “Life is education”, “The society is a school” and “integration of teaching, learning and doing”.A teaching model, as a basis and framework for teaching activities of teachers, derives from education theories and teaching practices. Thus, the model is an important part for the education of students and is of important realistic significance for both the teachers and students. Traditional teaching models represented by that of Herbart are found to have increasingly more shortcomings in our modern society in which the requirements on professionals are higher, including cramming teaching, monotonous teaching means, passive learning of students and utilitarian exam-based education. All these dull and inefficient teaching models ignore the training of quality and character of the students, leading to the loss of exploration-oriented learning ability. In the meantime, with the deepening of course reform of senior high schools, the moral education course in junior high schools – which is the basis for ideological and political education in senior high schools, are facing new changes and challenges, among which the change of teaching model is the essential one. Characteristics of the course of ideological and political education have exposed more problems mentioned above, resulting in students' loss of interest in the course. At the same time, teaching tendency that is different from traditional ones is developing rapidly due to the course reform. In the era of opening-up and globalization, people have a more strong desire for new knowledge, which can be obtained by more people from increasingly more sources. The volume of information has been increasingly increased at an unimaginable speed since the birth of the Internet, which means a person shall have the sense and ability to learn in the whole process of his or her life if he or she doesn't want to be left behind by the era.“New five-step teaching method” put forward by the writer in the paper uses exactly Dewey's pragmatic education thought for reference. It puts Dewey's “five-step teaching method” as the frame and is the inheritance of Dewey's “five-step teaching method” by fully combining with education situation of ideology and morality in junior high in reality and using more concrete operation method to deal with the problems of classroom teaching at the present stage. “New five-step teaching method” is divided into five steps: case-based interest stimulation, learning knowledge through teacher's guidance, thinking collisions activities run through it, questions answering and summarization, and outward bound and ability enhancement. Based on respecting teacher's knowledge teaching, this teaching method greatly enhances the space that students themselves find and discuss problems, improving autonomous learning ability as well as cultivating the learning interest.By putting the second-year junior high students in Class Three of Nanzhao First Junior High School of Henan Province as the object, this subject explores the effect “new five-step teaching method” produces on improving the learning efficiency of ideology and morality education course of junior high students, and the function it shows on improving students' interest in this course through course experiments. The result indicates that this new teaching mode effectively changes understanding of teachers and students on the original ideology and morality courses in junior high school: teachers clearly find the shortcomings of previous cramming teaching and single teaching method so they actively enrich curriculum setting; while students change from tiring mechanical memorizing to active exploration and from negative coping to initiative treating, which is not only a change of attitude but also an improvement of students' initiative and subject position in learning ideological and political education.