A Study On The Utilization Of Generative Resources In Middle School Ethics And Rule Of Law Classrooms

With the advancement of the new round of curriculum reform,generative teaching has been emphasized and researched,thus breaking the traditional teacher’s "one-word" classroom teaching mode.As an important part of generative teaching,the development and use of classroom generative resources has become an important research theme in the teaching reform.Generative classroom resources are new situations and problems that arise when teachers and students interact and discuss in classroom teaching activities,which are beyond the teachers’ preconceptions.The study of morality and the rule of law in junior high school is a comprehensive moral education course,which has a value guiding role for junior high school students,and generative teaching is proposed in response to the traditional classroom teaching of morality and the rule of law,which is "pre-determined but not generated".The study of the use of classroom generative resources in junior high school morality and rule of law teaching is therefore conducive to the enhancement of professional competence of junior high school morality and rule of law teachers,the improvement of students’ moral qualities,and the implementation of the morality and rule of law curriculum standards,as well as echoing the concept of "student-centredness".The use of generative resources in junior middle school morality and rule of law classrooms is affected by various factors such as teachers,students and the teaching environment,so classroom generative resources are not fully and effectively used in reality.In order to enhance the authenticity and persuasiveness of the research data in this paper,students and front-line teachers of morality and the rule of law in a junior middle school in Janyang City were taken as the subjects of investigation and interview,and the problems in the use of generative resources in the junior middle school morality and the rule of law classroom were analysed on the basis of real data: firstly,teachers’ awareness of the use of generative resources in the classroom is still weak;secondly,teachers’ objectives of using generative resources in the classroom are only formal;thirdly,the content of teachers’ use of generative resources in the classroom is limited to the teaching materials;thirdly,teachers’ use of generative resources in the classroom is limited to the teaching environment.The content of the teachers’ use of generative resources in the classroom is limited to the teaching materials;fourthly,the teachers’ use of generative resources in the classroom tends to be a single method.Based on the analysis of the data,it is concluded that the reasons for the problems are that teachers have a biased understanding of generative resources,teachers are influenced by the teaching environment to restrict their teaching objectives,teachers attach importance to knowledge transfer and disregard generative resources,and teachers’ own teaching ability limits their teaching resourcefulness.In view of the problems and reasons for the use of generative resources in junior high school morality and rule of law classrooms,this paper puts forward targeted countermeasures for the effective use of classroom generative resources from the main body of teachers: firstly,teachers should change their concepts and correctly understand classroom generative resources;secondly,teachers should clarify their objectives and effectively use classroom generative resources;at the same time,teachers should enrich the content and comprehensively capture classroom generative resources;finally,teachers should Finally,teachers should innovate methods to fully transform the generative resources in the classroom.Through the above countermeasures,teachers of morality and rule of law in junior high school can make effective use of classroom generative resources and promote the smooth development of classroom teaching.