The Utilization Of Experiential Teaching On Moral Course In Junior Middle School Class

Moral course is a subject contains not only abundant knowledge but also profound ideological implication.Traditional unidirectional cramming method can neither achieve effective results nor arouse students' sympathy.Along with the new curriculum reform,students become the focal point of the class and begin to participate in teaching-leaning process as main body.Experiential teaching pays great attention to the experience of students and strengthens their innovation and practical ability.Such teaching method emphasizes on the subjectivity,emotionality and life quality which are in line with the development new curriculum reform.Based on the questionnaire survey of five junior middle schools in Urumqi,this dissertation adopts both theory and empirical research method,and conducts the research on experiential teaching of moral course.In this dissertation,the author will give a introduction of this research in first part.The second part is the literature review on experiential teaching.The author clarifies its connotation,basic characteristics and theoretical basis.The third part is current situation analysis of experiential teaching on moral course in junior middle school.Through carefully analysis on students' basic situation,learning interest,teaching methods,teaching content and the implementation and evaluationof teaching,the author finds three main problems existing in experiential teaching and analyzes the reason behind.The cases on experiential teaching do not match with students' life condition.Lack of interaction between teachers and students affects the results of experiential teaching in moral courses.The exam-oriented education limits the implementation of experiential teaching.Relevant solutions are raised in accordance with these problems in the forth part.The author suggests that teachers should make experiential teaching close to life,strengthen the interaction between teachers and students to optimize the experiential process,and establish a reasonable evaluation system to improve the experience results.The fifth partcites real teaching cases to demonstrate how to apply the theory to practice.