Research On The Application Of Situational Teaching Method In The Teaching Of Ideological And Political Course In Senior Middle Schools

The situational teaching method is based on situational cognition and learning theory,constructivist learning theory and Li Jilin's situational education theory.It mainly includes three parts:situation creation,situation analysis and situation regression.It has the characteristics of real image,real love,profound artistic conception and rationality.The application of situational teaching method in high school ideological and political teaching conforms to the characteristics of students and the nature of the subject,and the deep integration of modern technology and education has also created better conditions for its application.Although the situational teaching method applied to the teaching of ideological and political courses in high school has achieved rich research results,there are still some deficiencies in this research in terms of systematic and disciplinary.Therefore,further research on it has profound theoretical and practical significance.Based on the results of the questionnaires and field surveys obtained in a high school in Wuhan,Hubei Province,the main problems,the causes of the problems and the corresponding optimization strategies in the application of situational teaching methods in the ideological and political teaching of senior middle schools are summarized and analyzed.In terms of situation creation,there are mainly the problems of inappropriate selection of materials,failure to take into account the perspective of students,and inappropriate selection of situation creation methods.In terms of situation analysis,there are mainly the problems of unreasonable time allocation of situation analysis,low integration of situation materials and theoretical knowledge,insufficient guidance of ideas,and low student participation.In terms of situation regression,there are mainly the problems of lack of emotional sublimation and requirements and guidance for behavior,old and single regression methods.Since the application of situational teaching methods in high school ideological and political teaching is mainly influenced by the teaching of teachers and the learning of students,the main reason for the current problems is that some teachers' insufficient ability to select situational materials,insufficient understanding of the role of students,the level of comprehensive use of situation creation methods is not high,insufficient ability to control teaching time,inadequate control of the integration of situational materials and theoretical knowledge,failure to control their own position in situation analysis,and insufficient understanding of situation return.And some students value emotional experience over learning theory,learning theory over emotional experience,and insufficient understanding of contextual interaction.To this end,in terms of situation creation,teachers should use situational materials scientifically,create a situation based on students' actual situation,and choose the situation creation method reasonably.In terms of situation analysis,teachers should allocate teaching time reasonably,improve the integration of situational materials and theoretical knowledge,pay attention to the guidance of students,and stimulate students' passion for participating in interaction.In terms of situation return,teachers should focus on returning to the true feelings and actual actions,pay attention to enriching the way of situation return.In addition,the school should also assume corresponding responsibilities to provide corresponding material and technical support for teachers of ideological and political courses using situational teaching methods,enrich teachers' learning platforms,give rich material support,and adopt corresponding evaluation methods to provide guidance for teachers to use situational teaching methods.