The ideological and moral course in Luo Siwei Hongmei Middle School is one of the important basic education courses in compulsory education. For a long time, due to historical, natural and traditional reasons, immediate and local economic interests have weakened the basic quality, learning ambition and lofty goals of rural middle school students to some extent; Information occlusion limits the vision of rural students. In addition, due to the backward educational conditions in rural areas, the improvement of teachers' teaching ability is also limited. In order to improve the quality of ideological and moral education for junior middle school students in rural areas, I think teachers should pay attention to cultivating students' interest in learning while carefully studying textbooks and improving teaching skills, thus transforming it into great motivation and creativity for learning, which is also great vitality for improving learning quality. Keywords: ideological and moral curriculum reform rural education learning interest situational learning With the deepening of education reform, the traditional education of "listening to things outside the window and concentrating on reading sage books" for thousands of years is being eliminated by the wave of quality education. Dead reading and reading dead books are being spurned by the world. Combining book knowledge with social practice to improve students' comprehensive quality has gradually become the consensus of the whole society. Among many subjects that students study, ideological and moral course is the frontier of quality education and the main position to establish students' world outlook, outlook on life and values. However, it is such an important course that the gap between the teaching quality of rural junior high schools and that of urban junior high schools is widening. First, the existing problems and reasons: First of all, in recent years, the examination system has undergone many major reforms. The examination attaches importance to the examination of students' comprehensive ability, and the questions are mostly from urban life and urban construction. For rural students, it is undoubtedly strange and quite difficult. In particular, the learning content of grade three is closely related to the policies and guidelines of national construction. Rural parents have a low level of education and can't give guidance. The backward humanistic environment and heavy study tasks often make students have no time to take care of the news details in newspapers and periodicals, which leads to the narrower vision of rural students than urban students. As soon as I get to the senior high school entrance examination, I can only do some theoretical answers copied from books when I see the test questions. As for talking about my own views in connection with reality, I was dumbfounded. Secondly, outstanding students from rural schools began to flow to big town schools in large numbers, which is another important reason for the disparity in knowledge quality between urban and rural schools. With the development of urbanization and parents' increasing attention to education, many families with certain economic strength try their best to transfer their children to schools with better conditions in big cities. In this way, in rural junior high schools, a group of students' learning leaders have been lost, but the transfer of schools has enriched and expanded the ranks of outstanding students, and the gap between urban and rural students' grades has been widening. In addition, in the face of the new curriculum reform, some teachers' teaching methods are still wearing new shoes and taking the old road, and new ideas are out of touch with teaching practice. Although we know theoretically that the classroom should be student-centered, students should be regarded as the masters of learning, and we also know that the classroom should advocate a learning style characterized by "active participation, willingness to explore, communication and cooperation", once in the classroom, teachers still regard themselves as authorities, still regard themselves as the protagonists of teaching, regard students as supporting roles, and consciously or unconsciously incorporate students' thinking into their own thinking categories; Regardless of students' reaction and teaching effect, we just implement our own classroom plan according to the preset teaching plan, regardless of the flexibility and generative nature of the course, and regard the teaching materials as the only course, which is a deadly exercise. In this way, teachers ignore their leading role and design many questions in a class for students to read and talk about. They just act as a mechanical questioner, roll call and observer, constantly smiling and saying "good" and "great", instead of properly guiding, instructing, correcting, withdrawing, summarizing and expanding. This is actually a misunderstanding of "autonomous learning". Moreover, even if some teachers change their teaching behavior, their effectiveness has not been improved. At present, teachers' teaching concept has changed through training, and teacher-student cooperation, student-student cooperation and inquiry communication have become common teaching methods. But some teachers pay attention to the change of surface form, and as for the effect, they think very little. For example, in group cooperative learning, if the teacher does not seriously think about and design the purpose, timing and process of group cooperation, as long as there is doubt, even some problems that are not worth discussing will be discussed in the group; The design problem lacks bedding and steps, and the discussion time is not guaranteed. Sometimes, students have not yet entered the cooperative learning state, and group cooperative learning stops hastily at the teacher's request. As for students, due to the lack of equal communication and exchange, teachers' inspection design is not aimed at poor students. In this way, the opinions and ideas of excellent students will often replace those of other members, and students with poor academic performance will become a foil, even if they express their opinions, they will not be taken seriously. When reporting in groups, reporting often becomes the patent of excellent students. In this way, the effectiveness of group cooperative learning is greatly reduced. Some teachers have simple teaching methods and poor classroom teaching quality. The realization of teaching objectives of various subjects should be based on classroom teaching, and optimizing classroom teaching is the guarantee to improve teaching quality. Due to the influence of teachers' leading factors, a considerable number of teachers organize their teaching activities more according to the teaching design provided by teaching reference books, and less carefully design their own teaching plans. Many teachers only pay attention to preparing lessons and attending classes within the scope of textbooks, and rarely consider educational content outside textbooks. Teachers' emotional input is not enough, and the use of teaching materials is not flexible. In addition to cognition and guidance, the new curriculum emphasizes emotion, attitude and values, and actively guides students to gain emotional experience, gain experience, develop good moral character and form good behavior habits. Teachers lack emotion in class, and the classroom is rigid and boring, which affects the actual effect of education. In a word, teachers start from books, regardless of whether they are in line with students' reality or not, and pay insufficient attention to students. They can't bring students from books to nature, from small classes to big classes of social life, and truly from closed classes to open classes. Second, coping strategies: 1, change ideas, and understand the ideological and moral course in junior high school from the height of fully implementing quality education. Junior high school students are in adolescence, and they are transitioning to adults, and their self-awareness and independence are gradually enhanced. Helping students to form good moral character, establish a sense of responsibility and a positive attitude towards life in junior high school plays a fundamental role in their growth. The task of ideological and moral course is to guide students to understand the meaning of life, gradually form a correct world outlook, outlook on life, values and basic concepts of good and evil, right and wrong, and learn to be responsible citizens and live a meaningful life. Therefore, as an ideological and moral teacher, we should pay attention to the cultivation of students' ideological and moral character from all aspects, which also requires the support of schools, society and other aspects, so that teachers can truly turn ideological and moral lessons into a paradise that pays attention to students' growth, let students grow up through inquiry, and shift their focus to promoting students' mastery of learning methods and cultivation of learning ability, so that teaching can truly reach the realm of "teaching is for not teaching". We should realize the unity of this discipline with the construction of school spirit and study style, the daily management of the school and the quality of teaching, and try our best to handle this contradiction and realize the "win-win" between discipline teaching and students' ideological education. 2. Establish a pioneering and enterprising view of keeping pace with the times. With Deng Xiaoping's innovative education theory to guide our ideological and moral education, keep pace with the times. In teaching practice, we should dare to explore, break the traditional way of education, and find a new teaching way that conforms to the times and adapts to the reality in rural areas. In order to make this subject overcome boring preaching, we should not only embody ideological education and knowledge imparting, but also arouse students' interest and combine education with knowledge and interest. Teachers of ideological and moral courses should follow what Comrade Deng Xiaoping said: "To overcome the fear of difficulties, we must have courage. Someone has to give it a try before they can open up a new road. " Don't stick to the rules, follow suit, and don't believe in authority. Strive to open up new ways and methods to solve problems, and creatively apply the laws of education and teaching in the complicated and ever-changing education and teaching situation. 3. Pay attention to school-based teaching and research, and strengthen the cultivation of teachers' ability and quality in ideological and moral courses. Teachers should constantly update their knowledge structure to meet the requirements of new curriculum standards. Teachers should improve the regulation and organization ability of classroom teaching through training and learning, master modern advanced educational technology, and make good use of audio-visual equipment, multimedia technology and network resources to serve teaching. We should always reflect on our teaching behavior and strive to become innovative research teachers. The new textbook requires teachers to have a broad vision and profound knowledge, so we teachers should not only have a deeper understanding and mastery of the knowledge system of our own subjects, but also constantly expand their knowledge and deepen their cultural heritage. 4. Strengthen the cooperation between teachers in the school and between schools, and establish a subject information resource database. Because this course involves a wide range of knowledge, a large number of materials and cases need to be collected when preparing lessons, and everyone's knowledge and energy are always limited. We must give full play to the collective strength and wisdom, make use of the advantages of modern network, and establish municipal and school-level resource libraries to realize knowledge complementarity and resource sharing. 5, update teaching methods, improve students' interest in learning and improve classroom teaching efficiency. In the traditional teaching process, everything is decided by the teacher. The traditional teaching method of ideological and moral course is single, that is, the teacher uses a piece of chalk and a textbook to "hype", forming a situation in which students turn around the teacher and the teacher turns around the book. The main role of students has been stifled, students are always in a passive indoctrination state, and the initiative and enthusiasm of learning can not be realized at all. With the development of the situation, in order to meet the needs of cultivating modern talents and quality education. The new curriculum standard pays attention to the connection with students' life experience and social practice. Through students' independent participation in various activities, they can expand their knowledge and skills, improve their knowledge structure, enhance their life experience, and promote the formation and development of correct thinking and good moral quality. The new curriculum requires bold reform of teaching structure, abandoning the monotonous teaching methods in the past, and adopting different teaching structures according to different teaching materials and students' cognitive level. Stimulate students' interest in learning, mobilize students' enthusiasm through independent, cooperative and inquiry learning methods, and give full play to students' main role in the learning process. 5. 1 Create a happy learning scene. Scene creation must be close to students' real life. Mr. Tao Xingzhi said: "Education can only be effective through life and truly become education." Therefore, teachers must be close to the actual social life, social phenomena and students' ideological reality in the actual teaching process. In my teaching practice, I try my best to choose examples that happen around us, which are familiar to everyone and close to life. In this way, rural students can overcome the difficulties in understanding concepts, principles and ideological systems caused by regional differences and narrow knowledge. Practice has proved that only learning scenes close to students' lives can easily make students have an immersive and positive emotional experience. With such feelings and experiences, students will enter the classroom with positive emotions and interests. The current middle school ideological and moral textbooks attach importance to students' initiative, enthusiasm and inquiry, and attach importance to students' participation, experience and thinking, reflecting the dialogue relationship with students. For example, "new school, new classmates", "feeling youth", "new self-image" and "I love my family" in the textbooks of People's Education Edition are closely related to students' real life and conform to their age characteristics and cognitive laws. These settings provide an objective basis for stimulating students' interest in learning. Of course, teachers can also set up rural-related teaching scenes such as "two exemptions and one supplement for our use", "distance education helps me learn" and "factories enter our village" to bring ideological and moral teaching into real life and fully mobilize students' internal learning motivation. 5.2 Music learning scenarios should be set in a variety of forms. Psychologists' research shows that under the stimulation of simple and repeated objects, people's attention tends to be dull and it is difficult to produce psychological reactions; Novel and strange objects can stimulate the nervous system of the human brain and arouse strong attention. Diversified teaching situations can mobilize a variety of organs to participate in teaching activities, reduce fatigue in the learning process, and thus improve the learning interest of ideological and moral lessons. Therefore, teachers should have diversified forms and flexible teaching methods in classroom teaching. For example, the types of classes are lectures, discussion classes and self-study classes, and the teaching methods can adopt various auxiliary means such as recording, projection and wall charts. The design idea of this method can be considered from two aspects: first, different teaching methods appear alternately in the classroom; The second is to adopt different teaching forms for different topics as much as possible. Scene setting can also be based on the content, mainly one or two, and then take into account the organic combination with other forms. For example, "listen, ask, say and comment" or "look, discuss and perform". In this way, students feel that every class is very fresh, and their interest naturally comes, and the phenomena of being absent-minded in class, doing other homework and sleeping naturally disappear. Creating vivid and diverse scenes can arouse students' inner emotional experience, stimulate students' active and strong desire to learn and stimulate students' interest in learning. 5.3 Let students have learning needs. Bruner said: "The best way to make students interested in a subject is to make him feel that it is worth learning." With the establishment and development of socialist market economy, the demand for talents is multi-level and all-round. Students in school are the reserve force of social talent demand, while rural areas are the huge source of social talent demand. The teaching of ideological and moral course is oriented to the needs of society and individuals, aiming at cultivating students' sense of social responsibility, sound personality, innovative spirit, practical ability, desire and ability of lifelong learning, good information literacy and environmental awareness, especially good ideological and moral behavior and scientific outlook on life, world and values. Teachers of ideological and moral courses should make students feel that the theoretical knowledge of ideological and moral courses can really solve practical problems in real life, so as to cultivate their interest in this subject. 5.4 Give full play to the main role of students. Persistent interest in learning is the guarantee to give full play to students' learning subjectivity, and it is also the driving force to promote students' all-round and lifelong development. Junior high school students gradually enter adolescence, and their thoughts and opinions are eager to be affirmed by teachers and classmates. Therefore, teachers should deal with the relationship between teachers' leading role and students' main role in classroom teaching in time, so that students' individual ideology and morality can be formed and developed in their own active practice. The mind is not a container to be filled, but a torch to be lit. Teachers must attach importance to students' participation and experience, cultivate students' subjective consciousness, make students form a theoretical system of moral norms, internalize knowledge into their own value judgments and choices, ignite learning enthusiasm and maintain long-term learning interest. Therefore, under the premise of giving full play to the leading role of teachers, we should actively create various conditions to let students play the leading role in teaching activities and guide students to acquire knowledge actively, actively and consciously. In teaching practice, I should set aside some time for students to participate in teaching activities in each class. For example, sometimes I ask students to give a speech on topics they are interested in five minutes before the start of a new class, or set aside time for them to study by themselves after raising topics or questions. Sometimes students are allowed to participate in the discussion of problems in class. Discussion can be a dialogue between teachers and students, or a debate between students. Sometimes students will be asked to act as teachers to explain the text, or to complete enlightening topics in the form of group questions and roll calls. In this way, the classroom has not only become a stage for students to display their talents, but also a paradise for students to learn. 5.5 Integrate theory with practice. Integrating theory with practice is the vitality of ideological and moral teaching. In addition to classroom teaching, teachers can also make use of colorful and diverse extracurricular activities to let students jump out of textbooks, get out of the classroom and integrate into life practice. Through students' own practice in many aspects, we can deepen our understanding of textbook knowledge and use what we have learned to understand and solve problems. This not only achieves the purpose of applying what they have learned, but also makes students deeply realize that the content of ideological and moral course is useful and valuable, so that they really want to learn and love learning this subject. In teaching practice, I mainly take the form of setting up interest groups and conducting small-scale social surveys. In the interest group, I organize students to learn about newspapers and periodicals, so that everyone can understand and be familiar with major events and social hotspots at home and abroad, and carry out activities such as current affairs knowledge contests and news background analysis. In addition, a small social survey was carried out in time. For example, before talking about the box topic of "The world is wonderful because of life" in the seventh grade of People's Education Edition, I asked students to list the influence of pollution, floods and other disasters in their hometown on production and life in recent years. After class, let students go to their own villages to investigate the crops affected by various disasters and the relevant policies of the country, and then introduce and communicate in class, so that students can enhance their awareness of ecological protection from the cases around them. I also asked the students to do a social survey during the holiday, entitled "Changes brought by the national tax reduction policy to the village". Through these activities, many students have developed the good habit of reading books and newspapers, caring about life and thinking positively. In this way, students' interest in learning can be strengthened and developed. In a word, teaching is a process of continuous exploration and innovation. The new round of curriculum reform is a complex systematic project. The actual situation of rural education determines that the new curriculum reform must combine the characteristics of rural students. Teachers should fully mobilize students' learning interest and initiative in teaching, practice and summarize constantly, not only follow students' cognitive laws, but also supplement them with appropriate teaching methods to mobilize students' initiative in learning ideological and moral lessons, cultivate students' learning interest and enlighten students' intelligence, so as to really improve classroom teaching efficiency. In education, as long as our teachers can keep pace with the times, constantly enrich and innovate themselves, be good at stimulating and cultivating students' interest in learning, and constantly consolidate and develop this interest through various methods and channels, the teaching of ideological and moral courses in rural junior high schools will receive good teaching results.