Research On The Application Of Li Jilin’s Situational Education Concept In The Teaching Of "Morality And Rule Of Law" In Grade Seven

The core of situational teaching is mainly to stimulate students’ emotions.Situational teaching can cultivate people’s emotions,purify their hearts,and also inspire students through situational teaching,which is beneficial for exercising students’ creative thinking and cultivating their adaptability.In China,Teacher Li Jilin is the main advocate of situational education,proposing the main idea of "one theme,trilogy".The main theme is students’ learning,and the trilogy is "situational teaching situational education situational curriculum".After 40 years of continuous exploration and practice,a complete theoretical system has been formed,which has been proven to be an effective teaching method.As students who have just entered junior high school,their minds are not yet mature,which is an important period for value shaping and legal education.It is of great significance to correctly guide students to form a correct worldview,outlook on life,and values.Therefore,it is not only necessary but also feasible to integrate Li Jilin’s situational education perspective into the seventh grade course "Morality and the Rule of Law".Its psychological characteristics are highly consistent,and its core concept is also in line with the curriculum concept of "Morality and the Rule of Law".This helps students to have a more intuitive understanding of China’s unique rule of law,cultivate students to become new generations who take on the great responsibility of the nation,and also stimulate their interest in learning,Actively engage in learning and cultivate students’ innovative abilities.Through the analysis of the current situation of the application of Li Jilin’s situational education concept in the teaching of the seventh grade "Morality and Rule of Law" course,it is found that there are problems in the teaching process of situational education,such as the disconnection between situational teaching and students’ actual lives,a single teaching mode,improper use of situational education,insufficient reserves of teachers in situational teaching,and teaching difficulties.The main reasons for these problems include outdated educational concepts among teachers,poor interaction between teachers and students in situational teaching,and insufficient understanding of the importance of situational teaching among teachers.In order to stimulate students’ enthusiasm and achieve teaching objectives,teachers should start with Li Jilin’s understanding of situational teaching theory and optimization of teaching models,and carry out teaching design and teaching.