The Construction Of Moral Life-oriented Class In Rural Junnior High School

classroom life-oriented,the basic philosophy of the new curriculum reform,emphasize that course content be linked to students' actual life,and the teaching process be the significant part of student life.During the teaching process,how to carry out the philosophy of the new curriculum reform,arouse the learning initiative of the students,respect their subjectivity,develop their interest in moral course to promote the disciplinary position?how to make students study from life and learn to live when studying so as to master the knowledge of science and enhance social practical ability,thus to stimulate their individual development in an all-around way?As a teacher,I was puzzled by these problems to be studied and solved in this article,which consists of four parts:Introduction: the research background,significance,current situation of the construction of moral life-oriented classroom in the rural junior high school,and research methods adopted in this paper—documentary research method,experience summing-up method,questionnaire survey method and case analysis method.Chapter one: overview of the moral life-oriented classroom in the rural junior high school.It tells the connotation,theoretical basis to construct and its significance of the moral life-oriented classroom in the rural junior high school.As for the connotation,the focus is put on the definitions of life-oriented,life-oriented class,moral life-oriented classroom in the rural junior high school.The theoretical basis derives from Marxism,ideologists home and abroad and the recent policies of china.There are four aspects of benefits search topic: carry out the basic philosophy of the new curriculum;arouse the students' interest in study;realize the organic unification;develop every student over all.Chapter two: the developing current situation of moral life-oriented class in the rural junior high school.The author conducted questionnaire survey on the students on Huangshi middle school,Ningdu,Ganzhou,Jiangxi,and then studied the data,and by analyzing the questionnaire and combining with my teaching experience,the outcomes and its existing problems of moral lifeoriented class in the rural junior high school were discussed.At last,the cause of the existing problems was also profoundly analyzed.The existing problems are: the teaching philosophy of teachers is too conservative;the teaching goals are decentralized;multimedia become constraint;the raw materials exploitation is poorly integrated;teaching assessment system remains to improve.The primary reasons for these problems are: the teaching assessment system is not scientific;the teachers' comprehensive quality is not good enough;the philosophy of the new curriculum reform is misunderstood;the teachers lack opportunity to the on-the-job training.They are analyzed one by one.Chapter three: constructive strategies of moral life-oriented class in the rural junior high school.This chapter,centering on educational teaching practice,puts forward three aspects of strategies: first,to improve the current teaching assessment system;second,to advance teachers' comprehensive qualities;third,to optimize the teaching environment,including life-oriented teaching philosophy;life-oriented teaching goals;life-oriented teaching content;life-oriented teaching process;life-oriented teaching assessment.This article tries to take practical teaching as the starting point,combining the theory with factual reaching cases,and put forward feasible,operable and efficient implementation strategies for the The construction of moral life-oriented class in rural junior high school...