Research On The Application Of Situational Teaching Method In The Teaching Of Moral And Rule Of Law Courses In Junior High School

As a compulsory education level Civics class,the junior high school morality and rule of law class plays an important role in strengthening the foundation of junior high school students’ development.The Opinions on Deepening Educational Teaching Reform and Comprehensively Improving the Quality of Compulsory Education issued by the Central Committee of the Communist Party of China and the State Council,as well as the newly promulgated Curriculum Standards for Ethics and the Rule of Law in Compulsory Education(2022 edition),emphasize the need to use the gradually expanding lives of middle school students as the basis for teachers’ teaching.The contextual teaching method,on the other hand,highlights the need to take students’ real life as the core,to enlighten students’ thinking by creating vivid and concrete situations,and to guide them to gradually form correct moral concepts and rule of law literacy in their sense of life.The application of contextual teaching method in junior high school morality and rule of law classroom is not only in line with the law of physical and mental development of junior high school students,but also in line with the basic concept advocated by the new curriculum reform,which is conducive to the further implementation of core literacy of junior high school morality and rule of law subjects.First of all,in order to gain an in-depth understanding of the application of contextual teaching method in junior high school morality and rule of law teaching,this paper defines the concepts of context and contextual teaching method by combining the preliminary literature review,and takes Marxist epistemology,Kohlberg’s theory of moral cognitive development and Tao Xingchi’s theory of life education as the theoretical basis of contextual teaching method.On this basis,the five basic types of contextual pedagogy are clarified,and the meaning and value of contextual pedagogy applied to teaching morality and rule of law in junior high school are elaborated to clarify and understand contextual pedagogy from the theoretical level.Secondly,in order to combine theory and reality,this paper further understands that there are problems in the application of contextual teaching method,such as the deepening of contextual materials,the enrichment of the types of contextual presentation,the improvement of the setting of contextual problems and the improvement of the evaluation of contextual teaching,through the interview method and the classroom observation during the internship.The main reasons for the above problems were extracted from the pre-situational pre-design stage,the in-situ experience stage and the post-situ evaluation stage.Finally,in order to make the contextual teaching method better applied in junior high school morality and rule of law classroom teaching,according to the analysis of the causes,specific strategies to solve the above problems are proposed in terms of implementing the application principles of the contextual teaching method,optimizing the implementation process of the contextual teaching method,improving the diversified teaching evaluation system and promoting the teachers’ teaching ability,so as to make the contextual teaching method better applied in junior high school morality and rule of law classroom and realize the fundamental educational goal of establishing moral values and raising people.The aim is to make the contextual teaching method better applied in junior high school morality and rule of law classrooms,so as to achieve the fundamental educational goal of establishing moral values.