Research On Students’ Deep Participation In The Classroom Teaching Of Morality And Rule Of Law In Junior Middle School

The deep participation of students is the high input of students’ emotions,behaviors and cognition during the learning process,including positive emotional experience,persistent observable external behavior and high-level thinking strategies.Specifically,it refers to the student as a participating subject,are proactive and can devote themselves to learning activities for a long time.They can experience feelings,exchanges and interactions,negotiate and cooperate independently,solve problems through problems,and realize knowledge construction and value identification from the inside to the inside and from the shallow to the deep.A learning process.The students’ deep participation focuses on the learner’s learning process and state,and ultimately points to the learner’s learning results.Taking the core concept of students’ deep participation as the starting point,combined with the classroom teaching of junior high school morality and rule of law,it is helpful to break through the shackles of traditional teaching patterns and highlight the teaching concept of "student-centered".To motivate students,stimulate internal learning motivation and enhance comprehensive literacy.To achieve teaching goals and enhance teaching effectiveness.Through questionnaires and interviews,we investigated the current situation of students ’deep participation in the classroom teaching of ethics and the rule of law in junior high school from three aspects: emotional participation,cognitive participation and behavioral participation.It is concluded that the problem of students ’deep participation in moral and legal classroom teaching is the lack of positive emotional experience.Some students lack positive observable external behavior.Students use shallow learning strategies in their studies.The reason of the problem is analyzed from three aspects: emotional factors,behavioral factors,and cognitive factors.The issue of emotional participation is attributed to the lack of interest of students and the weak consciousness of active participation.The problem of behavioral participation is attributed to students ’ lack of participation opportunities,less interaction,and more ineffective interaction.The problem of cognitive participation is attributed to the lack of cognitive participation ability of students.Finally,from the three aspects of emotion,behavior,and cognition,we put forward an effective strategy to promote the deep participation of students in the classroom teaching of ethics and rule of law,implement differential teaching,and promote students ’ full and active participation.Positive teaching psychology implies that students should improve their sense of self-efficacy.Create harmonious classroom teaching atmosphere,improve the effectiveness of teaching interaction.Construct an open classroom and set up a display platform conducive to students ’ experience and understanding.Taking integrated teaching as a method,changing students ’ cognitive mode.The aim is to improve students ’ cognitive ability.And take the junior high school morality and the rule of law "pursue self new image" as an example to design the teaching case that promotes the student classroom to participate in depth,so that the theory and the actual combination.