Research On The Application Of Main Line Situational Teaching Method In Junior High School Morality And Rule Of Law Course

The new round of curriculum reform emphasizes that teachers should focus on cultivating students’ independence and autonomy in the teaching process,and create a teaching situation that can guide students to participate actively,and promote students’ all-round development.The teaching concept followed in the practical application of the mainline situational teaching method is consistent with the new curriculum reform,and has become a classroom teaching method favored by teachers and students.The use of the mainline situational teaching method in junior high school ethics and rule of law is not only conducive to stimulating students’ interest in learning and improving teachers’ teaching skills,but also helping teachers and students to clarify teaching ideas and improve classroom teaching effects.However,through classroom observation and investigation and interviews,it is found that there are still some problems in the teaching of ethics and rule of law in junior high school with the mainline situational teaching method,which leads to the unsatisfactory classroom teaching effect.Based on the analysis of the problems and reasons,this paper puts forward corresponding improvement measures in order to improve the teaching effect.In addition to the introduction and conclusion,this paper mainly consists of the following four parts:The first part outlines the relevant theories of the mainline situational teaching method.The main content includes the concept,characteristics,theoretical basis of the mainline situational teaching method and the significance of its application in teaching.The second part analyzes the problems and reasons in the application of the mainline situational teaching method in the junior high school ethics and rule of law course.Through questionnaires and interviews,it is found that the current junior high school ethics and rule of law teachers have problems such as inappropriate material selection,unclear teaching main line,unreasonable situation creation,and unscientific problem setting when applying the mainline situational teaching method.Through analysis,it is concluded that the lack of professional quality of teachers,the weak collective awareness of teachers,the insufficient development of resources for mainline situational teaching,and the imperfect evaluation system of mainline situational teaching are all possible causes of the existing problems.The third part puts forward the countermeasures for the application of the mainline situational teaching method in the junior high school ethics and rule of law course.This part puts forward the countermeasures to improve the application effect of the mainline situational teaching method from four aspects: improving teachers’ professional quality,strengthening teachers’ teamwork,establishing material resource library and improving teaching evaluation mechanism.The fourth part is a case analysis of the application of the mainline situational teaching method in the junior high school ethics and rule of law course.Taking the box of "New Time and Space for Online Dating" in the fifth lesson of the seventh grade,as an example,it specifically analyzes how to use the mainline situational teaching method in the junior high school ethics and rule of law class.The main content of case analysis includes six parts: textbook analysis,learning situation analysis,teaching objectives,teaching methods,teaching activities and teaching reflection.Taking Xiaomei’s online dating story as the main line throughout the entire teaching process,it analyzes the characteristics,advantages and disadvantages of online dating,and guides students to learn to make friends carefully and master the wisdom of online dating.