The Application Of Image Narration In Morality And Rule Of Law Teaching Of Junior High School

With the help of digital technology,image narratives have changed people’s cognitive mode from "verbal" to "visual" by virtue of their vivid images,and this shift affects everything in the living world People and objects.The application of image narrative is one of the means to promote the modernization of teaching and learning of Morality and the Rule of Law in junior high school and to change the way of teaching.As a key course for cultivating students’ moral cultivation,political literacy and awareness of the rule of law,the strict and standardized teaching content of the middle school Morality and Rule of Law class is difficult to attract students’ attention and enthusiasm for learning,while vivid images can not only render a good teaching situation and enhance the infectious power of teaching,but also cultivate students’ divergent thinking and make them acquire the profound philosophies contained in the images in a step-by-step manner,thus enhancing the effectiveness of teaching.This paper takes image narratives as an introduction to teaching and learning.In this paper,we take image narrative as the starting point,and explain the two meanings of image narrative,namely "narration of image" and "imagination of narrative",and summarize the main connotation of image narrative: image narrative is to use image symbols to express narrative with the help of various media,so as to convey certain ideological values.The main meaning of image narrative is to convey certain ideological values through the use of various media.We analyze the fit between image narrative and Morality and Rule of Law in junior high school from three basic dimensions: teaching subject,teaching content and teaching discourse,and explore the application value of image narrative in the teaching of Morality and Rule of Law in junior high school according to the characteristics of image narrative,i.e.,image narrative of image enhances the narrative effect,image narrative of allusion promotes the internalization of teaching content,and image narrative of multiple meanings promotes the living of teaching.Through studying the literature and watching front-line teachers’ teaching activities,we found that image narratives are not a natural fit for the middle school Morality and Law class.The application of image narratives in teaching may face: the problem of image "bias" in teaching discourse,teachers’ misuse of image discourse may fall into the fallacy of pan-entertainment and representation,obscuring the theories and ideas of teaching content;the problem of image "fragmentation" in teaching content system,images of interesting images conflict with the logical and rigorous teaching content;the problem of image "contradiction" in teaching external environment,images of good and bad quality impact on teaching external environment.The problem of "fragmentation" of images in the teaching content system,where interesting images conflict with the logical teaching content,and the problem of "contradiction" of images in the external teaching environment,where images of different quality impact the external teaching environment.Thus,in view of the problem and its generation mechanism,three aspects are deduced,such as the need to construct the discourse expression of image narrative in junior high school "morality and rule of law",promote the synergistic development of image narrative in the teaching content of junior high school "morality and rule of law",and optimize the external environment of image narrative in the teaching of junior high school "morality and rule of law",in order to be able to provide some reference for teachers’ reasonable application of image narrative and students’ free and comprehensive development Suggestions.Based on this,we discuss how to apply image narratives in teaching activities through case design and analysis in order to provide some ideas for teachers to carry out education and teaching.