Research On The Application Of The Teaching Model Of Unity Of Knowledge And Action In The Junior High School "Morality And Law" Cours

The goal of "morality and rule of law" in junior middle school is to promote the formation and development of junior middle school students’ correct ideas and good moral quality.If education only stays at the level of knowledge,it is difficult to achieve the curriculum goal.Only by combining theory with practice and promoting junior middle school students to achieve the unity of knowledge and practice,can such education be effective,help students form correct ideas and good moral qualities,and lay a solid foundation for future growth.In essence,the teaching mode of "unity of knowledge and practice" is a combination of theory and practice.Applying the teaching mode of "unity of knowledge and practice" to the course of "morality and the rule of law" meets the requirements of quality education,practices the curriculum standards,and is conducive to guiding junior middle school students to establish a correct world outlook,outlook on life,values,political outlook,and moral outlook,and promoting their healthy growth.Introduction.This paper expounds the background and significance of the application of the teaching mode of unity of knowledge and action in the course of morality and the rule of law in junior middle school,collects and sorts out the research literature on unity of knowledge and action and ideological and political education at home and abroad,discusses the research content,ideas and methods of the article,and puts forward the innovation of the paper.The first chapter is an overview of relevant theories.From knowledge to action,then to the unity of knowledge and action,finally,it defines the connotation of the teaching mode of the unity of knowledge and action,explains the framework and composition of the teaching mode of the unity of knowledge and action,and discusses the relationship between knowledge and action from the perspectives of Marxism,Chinese culture and western educational theory,which lays a theoretical foundation for the application of the teaching mode of the unity of knowledge and action.The second chapter discusses the necessity and feasibility of applying the "unity of knowledge and action" teaching model in the course of "morality and rule of law" in junior middle school.The third chapter analyzes the problems of knowledge and practice in the teaching of moral and rule of law in junior middle school and the reasons.Taking the junior middle school students in the internship unit as the research object,through questionnaires,interviews,classroom observation and other methods,this paper understands the current situation of the teaching of morality and the rule of law in junior middle school,summarizes the knowledge and behavior problems of junior middle school students,such as false knowledge and wrong behavior,knowledge but wrong behavior,knowledge but not ability,and knowledge but hard behavior,and then analyzes that the current teaching of morality and the rule of law in junior middle school pays more attention to knowledge inculcation than behavior guidance and cultivation Emphasizing classroom teaching over the second classroom and practice,improper handling of the relationship between teaching content and textbook content,light weight of teaching evaluation and lack of comprehensive evaluation,and analyzing the causes of the problems.The fourth chapter puts forward the principles that should be followed in the application of the teaching mode of "unity of knowledge and action" in the course of "morality and rule of law" in junior middle school.The fifth chapter deeply explores the specific application strategies of the teaching mode of "unity of knowledge and action" in the course of "morality and rule of law" in junior middle school,including clarifying the goal orientation and changing from "knowledge standard" to "unity of knowledge and action";Expand the teaching platform and combine the small ideological and political class with the large social class;Excavate all kinds of teaching resources,enrich and improve teaching content;Optimize the evaluation mechanism and shift from knowledge evaluation to quality evaluation.