Action Research On The Teaching Presupposition And Teaching Generation Of The Course Of Morality And Rule Of Law In Junior Middle School

As an educational concept advocated by the new curriculum,generative teaching emphasizes on the dynamic generation of classroom teaching,with the core of cultivating students' innovative thinking and independent consciousness,which plays an essential role in stimulating classroom vitality and promoting students' overall development.On the basis of this teaching philosophy,teachers must transform their teaching concepts and actively build a classroom in which pre-determined and emergent ideas coexist harmoniously,in order to promote the smooth development of teaching activities and enhance teachers' teaching standards and effectiveness.The paper mainly uses action research to conduct research on the topic.On the basis of the theoretical needs of action research,it outlines the theories related to the pre-design and generation of teaching in morality and rule of law classes in middle schools.It mainly includes: The fundamental connotation,characteristics and dialectical unity of "pre-design" and "generation" in the teaching of morality and the rule of law in middle school.It also analyses the significance of the organic integration of "pre-design" and "generation" in stimulating classroom vitality,reinforcing students' sense of subjectivity and improving teachers' teaching skills.On the basis of the relevant theories,the article uses a questionnaire survey to understand the current situation of the implementation of pre-design and teaching generation in middle school morality and rule of law classes,so as to diagnose the problems that need to be solved in this research.Combining the results of the survey,it is found that there is a lack of pre-design and an inability to generate teaching in the current middle school morality and rule of law class,which is manifested in three aspects: insufficient time for pre-design,inappropriate grasp of the learning situation and imperfect study of the teaching materials.In the aspect of teaching generation,there is the problem of over-predesigning and neglecting generation,which is manifested in teachers' over-reliance on pre-designing,insufficient awareness of generation,neglecting students' main status and detachment from teaching objectives and random generation.In accordance with the problems,the article analyses the causes of the problems in three aspects: teachers' insufficient awareness of generation,lack of professional theoretical knowledge,and students' lack of subjective awareness,influenced by traditional teaching concepts.According to the questions presented in the questionnaire,action plans are formulated,the corresponding action measures are taken,and the implementation effects of the proposed action measures are tested in two rounds of action research in practical teaching.The specific actions to be conducted include: Firstly,the proposed action measures are initially applied in the first round of action research,in which the effects of the implementation of the proposed action measures are reflected and summarized through planning,action,observation and reflection.Secondly,during the second round of action research,the proposed action measures that did not achieve the expected results were improved and refined.Furthermore,the improved action measures were applied to the current round of action research,and the effects of the implementation of this round of action research were again reflected upon and summarized.Lastly,based on the results of the entire action research,the recommendations and countermeasures for achieving the organic integration of teaching pre-design and teaching generation in middle school morality and rule of law classes are proposed.The main conclusions are as follows: Firstly,teachers should not only make sufficient pre-design based on the teaching materials and the learning situation,but also highlight the openness of pre-design,and leave room for brilliant generation by flexibly pre-designing teaching solutions;secondly,teachers should not only regulate teaching generation by pre-designing to avoid random classroom generation in classroom teaching,yet also pay attention to teaching generation,so as to improve the variability of teaching pre-design by teaching students to become the guide.Thirdly,it is necessary for teachers to change their teaching concepts,establish awareness of classroom generation,emphasize on teaching reflection,summarize teaching experience and improve comprehensive quality through continuous learning;fourthly,students should be guided to enhance their sense of subjectivity through changing learning concepts and innovating mechanical learning methods.