Research On Situational Teaching In The Course Of Morality And Rule Of Law In Junior High Schools

It is clearly pointed out in the curriculum standard that the course of morality and rule of law should pay attention to the connection between students and society.Now the comprehensive quality evaluation of the reform of the middle school entrance examination is also in line with it.As a teacher of morality and rule of law,we should find ways to let students feel more about society,find problems and solve problems.Through the literature review and class practice,this article finds that the use of situational teaching in junior high school morals and the rule of law can increase students' interest and allow them to participate more actively in the classroom.The process of situational analysis allows students to explore life and provide them with innovation lay the foundation;the content of the situation can enable students to think about themselves,form the correct ideology,and achieve the goal of standing up to people;the teaching atmosphere of the situation teaching can draw closer the relationship between teachers and students,and strengthen the emotional experience.However,the author found that there are still some problems in the context teaching of ethics and the rule of law in the practice of class participation,listening to assessments,and interviews with other teachers.For example,teachers do not consider students first,lessons are asked in class,and situation boat accident The method of comparison is limited and the evaluation method after class is incomplete.These problems restrict the function of the context teaching method of junior middle school moral and rule of law curriculum from different aspects.Based on the practical experience of the class and other teachers' excellent class records to solve the problem in a targeted manner,mainly focusing on four aspects.First of all,consciously understand the students and set goals based on their academic situation,and select appropriate situational materials according to their academic situation;then set up problems that can promote students' thinking development according to the problem chain during the context creation;Choose different methods to achieve the best results;finally,be targeted in the evaluation after class to promote the continuous optimization of formative evaluation methods.