Research On The Cultivation Of Middle School Student’ Legal Consciousness Based On Kold Experiential Learning

In recent years,the construction of rule of law in China has become more and more improved,and rule of law education has received more attention.Cultivating young people’s awareness of the rule of law and promoting them to practice the rule of law is one of the important purposes of conducting rule of law education,and the level of students’ awareness of the rule of law reflects the effect of rule of law education.However,there is still room to improve the quality of rule of law education,and there are problems such as the content system is not perfect and the guarantee system needs to be improved.A good awareness of the rule of law can promote students’ overall healthy development and the construction of China under the rule of law.Junior high school students are in a critical period of value formation,and awareness of the rule of law is also a necessary literacy for students in middle schools and an important goal of the morality and rule of law curriculum.In 2016,Youth Rule of Law Education Syllabus set out the requirements for youth rule of law education,including “to adopt more practical,experiential,and participatory teaching methods”.Experiential learning theory is a mature theory that emphasizes students’ subjectivity,and the “mastermind” of experiential learning theory is David Kolb,a famous psychologist from Case Western Reserve University in the U.S.Kolb innovatively constructed the Experiential Learning Circle model,which provides a profound reference for the subsequent research work.Therefore,this paper attempts to combine Kolb’s experiential learning theory with the cultivation of middle school students’ awareness of the rule of law,using the middle school morality and rule of law class as a carrier to explore a new teaching model that can enhance students’ classroom participation while cultivating their awareness of the rule of law.To this end,this study focuses on the following.First,presenting the research topic.Firstly,the origins of this paper are explained in terms of policy context,educational development and personal factors,so the purpose and significance of this paper are explained.Secondly,the concepts involved in the study are defined in terms of the existing theoretical results.Thirdly the literature related to the concepts is systematically organized and the current status of the research related to this paper is briefly described.Fourthly,the research methodology is selected and the overall research idea of this paper is developed in conjunction with the study.Second,analyzing the theoretical basis.The research is based on Kolb’s experiential learning theory,deeply analyzes its meaning and core,systematically combs the theoretical formation background and content overview of experiential learning,analyzes the framework of Kolb’s experiential learning theory,analyzes its feasibility of combining with middle school teaching,and provides a theoretical basis for the construction of teaching model.Third,constructing the teaching model.Firstly,on the basis of systematically combing Kolb’s experiential learning theory,we analyzed the feasibility of Kolb’s experiential learning in cultivating middle school students’ awareness of rule of law in conjunction with the theory,and prepared for the construction of the teaching model.Secondly,a survey was conducted with front-line teachers in the form of interviews to understand the level of middle school students’ awareness of rule of law and the current situation of Kolb experiential learning application.Thirdly,according to the existing problems of cultivating junior high school students’ awareness of the rule of the law,the teaching mode of cultivating junior high school students’ awareness of the rule of law is constructed on the basis of Kolb experiential learning theory framework.Fourth,the development of the action plan.This part prepares for the basic support needed in the action research process,such as the research site,research subjects,and research participants for the action to be conducted,and designs research tools,research processes,and develops a detailed action plan based on the construction of Kolb’s experiential learning theory model.Fifth,implementation of teaching actions.On the basis of the preliminary theoretical model construction and action plan development,this part focuses on the process of practicing three rounds of action research,collecting action data,forming process records,and analyzing research results.The results and shortcomings of this round of action are summarized,and improvement measures are formulated to guide the next round of action,for a total of three rounds of action research.At the end of the action,we compare and analyze the post-measurement data to derive the effect of the action and provide information support for the action research summary.Sixth,summarizing the results of actions.Through the comparative analysis of post-test data and the results of three rounds of teaching action research,the research conclusion is drawn.This part integrates the results of the action process,presents the teaching flow chart of the adjusted universal Cooper experiential learning model,and summarizes the action effect,the effect of the Kolb’s Experiential Learning theoretical model in middle school students’ legal consciousness and the challenges faced in the application process and the implementation suggestions.