Research On The Application Of Situational Teaching Method In The Course Of Morality And Rule Of Law In Junior Middle School

Situational teaching method is a teaching method based on the cognitive development of students,according to the teaching objectives and specific teaching content,with the help of effective situational teaching means to create a situation,to let students participate in and immerse themselves in it,from image perception to rational understanding to acquire knowledge,to cause the construction of students' initiative and positive emotions,so as to achieve the teaching objectives.Different from other courses,junior high school "morality and rule of law" puts emotion,attitude and values in the priority position,highlights the importance of value leading,and more reflects the nature of the discipline.The application of situational teaching method in junior high school "morality and rule of law" not only helps students better understand the teaching content,but also internalizes the implicit emotional attitude values into students' moral concepts and values.However,in the process of applying situational teaching,there are still some problems.How to make use of situational teaching effectively in junior high school moral and rule of law is the value and significance of this study.This study is divided into the following parts:First of all,starting from the understanding of situational teaching,on the basis of literature research,it explains the relevant concepts of situational teaching method,the theoretical basis of situational teaching method,the characteristics of the situational teaching method of moral and rule of law in junior high school,the classification of the content knowledge of moral and rule of law in junior high school and the cognitive characteristics of junior high school students.It analyzes the necessity and feasibility of implementing the situational teaching method in the course of moral and rule of law in junior high school.Secondly,on the basis of theoretical analysis and definition of related concepts,this paper makes an empirical survey of situational teaching method by means of questionnaire,interview and classroom observation.It analyzes the four aspects of cognition and attitude,implementation effect,practical reflection and implementation strategy.It finds that there are several problems,such as focusing on external form but ignoring internal content;blindly using situational teaching method and so on.The reasons for these problems are the deep-rooted traditional teaching mode,the restrictionof teachers' teaching ability level and the influence of education and teaching evaluation mechanism.Finally,according to the problems existing in the implementation of situational teaching method,this paper puts forward the countermeasures of improving teachers' professional quality,establishing situational teaching resource pool and establishing diversified evaluation methods.On the basis of theoretical analysis and practical investigation,this paper further explores the application of situational teaching.It summarizes the application principles of situational teaching method in junior high school moral and rule of law,which are moral principles,generative principles,subjective principles,authenticity principles and heuristic principles.The curriculum of morality and rule of law can be created from the aspects of language description,role-playing and multimedia.From the four steps of creating situation,experiencing situation,integrating situation and sublimating situation,the situational teaching is carried out in every link of the teaching of morality and rule of law.At the same time,taking the lesson of enhancing the resilience of life as an example,situational teaching is applied based on the classification of course knowledge to improve the effectiveness of the classroom.