A Study On The “Pseudo-life-oriented” Phenomenon Of Classroom Teaching “Morailty And Rule Of Law” In Primary School

In recent years,with national policies and guidance in the field of the new curriculum reform of education,the teaching idea of "life" to become a ray of job of teaching of primary school teachers of morality and the rule of law in the field of vision,became a gleam of primary school morality and the rule of law,the hot spot in the teachers' personal morality and the rule of law in a line of elementary school teachers start trying to change phase from previous knowledge and life situation.However,due to the lack of conditional knowledge of pedagogy and psychology,and the misunderstanding of the concept of morality and rule of law teaching life,In addition,in the autumn of 2017,the country began to promote the use of the new edition of the textbook "Morality and the Rule of Law",and teachers still need to face and get familiar with the new edition of the textbook.As a result,a series of "pseudo-life" phenomena appeared in the actual classroom teaching of teachers.This research mainly adopts the literature method,observation method,case analysis and interview method.The author has a plan to go deep into the class of morality and rule of law in the first-line primary school,and to write "Who's life?","What kind of life materials do you use?"," How to create life situations?"," How is life practice going?"," How to implement teaching evaluation?”,These five questions for the information dimension of classroom teaching activity carried on the analysis of the pros and cons of some teachers and students and combining the in-depth interviews,fully presents the research results,a reasonable analysis of the primary school teaching of "morality and the rule of law" "fake" activation characterization of phenomenon and its causes,put forward the research conclusion,the relevant improvement measures are discussed.Study found that primary school morality and the rule of law teaching "pseudo adaptation" phenomenon mainly for "adult life" instead of "children's lives","simple imitation" and "material abuse" and "virtual life" and "simulation situation","become a mere formality" and "lack of experience" and "one-way decision" and "heavy wisdom light," and so on several aspects.Its causes mainly include: first,the tradition of moral education with "long break from life";Second,the cooperative learning mode of "emphasizing theory and neglecting practice";Thirdly,the "linearization" of the tool rationality of the evaluation system and the lack of humanistic quality;Fourthly,the realistic portrayal of "minor subject" courses being "marginalized" in curriculum setting;Fifth,the lack of life experience in the era of "digital survival".In view of these reasons,the author puts forward the following improvement strategies,mainly including: to build "morality and rule of law" teaching life learning community;Take "material" to teach,carefully select the use of "life material library";Breaking the "one size fits all" education and constructing a comprehensive evaluation system;Touch the young hearts of students,let the "left" life "back";Unimpeded a variety of life experience channels,face children's inner world.