The Application Of Situational Teaching Method In Junior Middle School Moral And Rule Of Law

With the social progress and the development of the times,the traditional education concept of knowledge-based education is no longer suitable for the development of the society,and its disadvantages are increasingly apparent.Since the implementation of the new curriculum reform,we have tried to change the traditional education concept and reform the teachers' classroom teaching.The teaching goal is not limited to knowledge teaching,but also to pay attention to the development of students' personal ability,so as to achieve the goal of cultivating all-round development talents.Situational teaching combines "feeling" with "situation",helps students understand knowledge with rich situation in classroom teaching,and at the same time enables students to obtain emotional experience in the situation,so that students are influenced imperceptibly in the situation and promote their own development.On this basis,based on the research of the domestic and foreign works related to the situation,combined with the classroom practice and interview survey,this paper thinks about some problems in the current ideological and moral education in junior high school,combined with the curriculum concept of the new curriculum reform,and puts forward ideas for improving the efficient use of the situational teaching method in the classroom.The paper mainly includes five parts: the first part is the background of the proposition,mainly through the study of scholars at home and abroad,discusses the theoretical basis of the proposition,and believes that the use of situational teaching method in moral and rule of law courses in junior high school has theoretical support.The second part is the concept definition and theoretical basis of situational teaching.It defines the basic connotation of situational teaching method and discards two wrong views.Then according to the basic point of view of situational learning theory,the feasibility of situational teaching is further elaborated.The third and fourth parts are mainly from the application principle of situational teaching method and the analysis of several types of creating situations,to clarify several aspects that should be paid attention to in the use of situational teaching method in teaching,and to give further examples of several forms of creating situations,so as to make suggestions for the rational use of situational teaching method in teaching.The fifth part is mainly to find out the advantages and disadvantages of situational teaching method in the implementation of the investigation and research,to analyze the causes,combined with the teaching practice experience and the theoretical results of consulting,to put forward four measures to ensure the implementation of Situational Teaching: teachers,students,situational creation,teaching evaluation.