The Life-based Teaching Research Of The Rule Of Law Education In The Course Of "Ethics And The Rule Of Law"

Morality and Rule of Law is the main position to cultivate moral character and legal consciousness of junior high school students.The junior middle school period is also the key period for students to develop moral concepts and legal literacy.The new curriculum reform requires that the course”Morality and Rule of Law" should be close to students’life.Classroom teaching should not only originate from life,but also return to life.This requires teachers to devote more energy to teaching,adopt appropriate teaching strategies,and explore feasible ways to realize the rule of law teaching of“Morality and Rule of Law" in daily life.Life-based teaching means that classroom teaching should be student-centered and the teaching content should be closely related to students’actual life.The purpose is to integrate classroom knowledge with real life,to help students understand classroom knowledge by using life-oriented cases and practical life experience,and to enable students to use the knowledge they have already accepted to further perceive life,so as to better serve their future life.The theoretical basis of life-oriented teaching is based on Marxist practice view,Dewey’s "education is life" theory,Tao Xingzhi’s "life education" theory and constructivist teaching theory.Its main characteristics are life-oriented teaching objectives,life-oriented teaching content,life-oriented teaching methods,life-oriented teaching process and life-oriented teaching evaluation mechanism.In the course of Morality and Rule of Law,the life-oriented teaching of rule of law education refers to the presentation of abstract and obscure knowledge of law through life-oriented cases and vivid situations in the classroom teaching of rule of law,based on teachers’own life experience and students’ actual life experience.It tries to make the abstract and theoretical content of the rule of law simpler and more life-oriented,to help students better understand and master,and to accelerate students’internalization of knowledge.The investigation shows that the life-based teaching of the rule of law education in the course of Morality and Rule of Law has achieved preliminary results.However,there are still some problems,which are mainly manifested in:simplified understanding of life-oriented teaching,rigid and abstract rule of law classroom,weak cohesion between the content of rule of law education and life,students’low interest in learning the content of rule of law education,imperfect evaluation mechanism of life-oriented teaching,etc.As far as the causes are concerned,they are mainly manifested in the following aspects:teachers’inadequate understanding and understanding of Life-based teaching,teachers’ inadequate ability to control the rule of law classroom,strong theoretical knowledge of rule of law in textbooks,students’internal learning motivation,schools’ insufficient attention to the teaching evaluation of "morality and rule of law".In order to further enhance the life-oriented teaching effect of the rule of law education in the course of Morality and Rule of Law,we can start from the following aspects:improving teachers’educational ideas and legal literacy,implementing the life-oriented teaching objectives of the rule of law education,selecting the life-oriented teaching content of the rule of law education,optimizing the life-oriented teaching methods,and establishing and perfecting the evaluation mechanism of the life-oriented teaching.