How to do a good job of teacher-student interaction in junior middle school ideological and moral classroom teaching. In the new century, China has implemented a number of basic education curriculum reforms. It is the common demand of the country and society to improve the teaching quality and improve the education system. Teachers unilaterally control classroom teaching, and the traditional teaching method of students memorizing while listening can no longer meet the requirements of the new curriculum reform. To give full play to students' autonomy, teachers should play a leading role in teaching and put an end to the classroom teaching form of "centralized teaching" and "full house irrigation". Since 1970s, scholars at home and abroad have been studying the modes and types of teacher-student interaction. Effective teacher-student interaction can escort the realization of teaching objectives and help to build a harmonious teacher-student relationship. In fact, the phenomenon of teacher-student interaction has always existed in every classroom, and the difference lies in whether the teacher-student interaction is effective. After the new curriculum reform, many primary and secondary school teachers study hard, trying to deepen teacher-student interaction and introduce more forms of teacher-student interaction into the classroom. However, combined with my own work practice, I found that some teachers tried to improve teaching methods and stimulate students' enthusiasm to participate in the classroom, but they repeatedly hit a wall. In the final analysis, these teachers do not have a deep understanding of the interaction between teachers and students, "dare to move if you want", or rely entirely on questions to interact. Based on the existing research on the interaction between teachers and students in junior high schools, this study narrowed the research scope to the ideological and moral classroom in junior high schools, and selected a junior high school in Yantai City to investigate the current situation of teacher-student interaction in normal classrooms by means of observation and interview, trying to find out the shortcomings and problems. Combined with the theoretical basis, some feasible suggestions and optimization strategies are put forward to provide reference for middle school teachers. Firstly, it discusses what is teacher-student interaction and the research status at home and abroad. Then, it analyzes the physical and mental characteristics of junior high school students in China, and summarizes the interaction between teachers and students in the ideological and moral course of junior high school. According to the observation records compiled by the author, there are the following problems in the interaction between teachers and students in ideological and moral courses in junior high schools in China: less interaction and low frequency; Interaction is a mere formality, and the degree is shallow; Students' participation is low and incomplete; The teaching effect is not obvious and the efficiency is low. After each class, the author interviewed teachers and some students and found that the reason for the above problems was nothing more than the relationship between schools, teachers and students. Therefore, improving and optimizing the interaction between teachers and students requires the school to provide freedom, material and financial support for teaching and learning; Teachers need to update their educational concepts and improve their ability to use modern educational technology. Strengthen the improvement of their own knowledge system and the construction of teachers' morality; Students need to establish a sense of ownership and actively participate in the teaching process. Only one party's change and efforts are not enough, and education needs to form a joint force to achieve the best results.
Creating a harmonious atmosphere and stimulating students' interest is the basis of building an efficient classroom. Establishing a good relationship between teachers and students is very important to improve teaching efficiency. The content of politics is boring and the truth is profound and abstract. Therefore, many students in the political class either lie on their desks or play with their mobile phones, and are unwilling to think at all.
How to infiltrate moral education into ideological and moral classroom teaching? Herbart, a German educator, has clearly pointed out: "Teaching without moral education is just a means without purpose, and moral education without teaching is a purpose without means. Teenagers are the future of the motherland, and their ideological and moral status is directly related to the overall quality of the Chinese nation, the future of the country and the destiny of the nation. Strengthening the ideological and moral education of teenagers is the historical mission of every educator. Ideological and moral course is the main channel of school moral education and one of the important ways to cultivate students' good ideological and moral quality. Then, how do ideological and moral courses educate students in moral education? Next, I want to talk about my personal exploration of moral education infiltration for students in ideological and moral courses in recent years. First, use the teaching content of junior middle school ideological and moral course to carry out moral education for students. At present, classroom teaching is still the main form of ideological and political teaching in middle schools. It is an important way to give full play to the function of moral education by infiltrating moral education with the teaching content of junior middle school ideological and political courses. For the first-year students, education is mainly based on good psychological quality, noble moral sentiment and correct thinking methods, so that they can understand the important significance of tempering will to optimize personality, self-esteem, self-confidence, cultivate sentiment and strict self-discipline to personal growth; Guide them to treat society correctly and cultivate a sound personality; Make them have the ability to face setbacks and the correct attitude towards success to meet the needs of modern society. Educating junior two students with legal knowledge is to help them understand the important role of law in governing the country.
How to use information technology to introduce blog ideological and moral course teaching in junior middle school ideological and moral classroom teaching lies in giving full play to students' main role under the influence of teachers' leading role, so as to make the relationship between them harmonious and unified. The application of modern information technology has created a platform and provided more choices for students' autonomy, cooperation and inquiry learning. Network teaching makes teachers' teaching content more intuitive, vivid and interesting, and classroom teaching is colorful, which fully mobilizes students' multiple senses to participate in learning and optimizes the educational effect.
How to improve the quality of ideological and moral classroom teaching in junior high school? The ideological and moral course in junior high school is ideological, social, practical and epochal. Although the content of the textbook has kept up with the changes in today's society, due to the limitation of time and space, the textbook still cannot reflect the ever-changing social reality at the first time. If the teaching content of teachers is not updated in time with the development of the times, it will be difficult to achieve good teaching results. Therefore, enhancing the timeliness of ideological and moral classroom teaching is conducive to students' vitality and creativity in the classroom.
First, update in time to show the timeliness of information.
With the progress of society, the development of economy, the explosion of knowledge in the information age, the rapid development of science and technology, and the complex and changeable international situation, ideological and moral courses should adapt to the information update brought about by social changes. Teachers should base themselves on teaching materials and use the latest materials to enhance students' understanding of knowledge points. At the same time, the seriousness and stability of the textbook determine that the content of the textbook cannot be changed at will in a short time, and the data involved in the textbook are often lagging behind, which requires teachers to provide the latest data description for the text knowledge through the media such as the Internet, newspapers and magazines. For example, when I was teaching "Implementing the Development Strategy of Rejuvenating the Country through Science and Education", I added the following examples of hybrid rice in Yuan Longping: At the "Ministerial Forum on Foreign Cooperation of Hybrid Rice Technology in China" held on September1012, 2009, Minister of Commerce of China revealed that in recent years, the area of hybrid rice promoted by FAO in the world was about 240 million mu. The United Nations Food and Agriculture Organization (FAO) has listed the promotion of hybrid rice as the first choice to solve the food shortage problem in developing countries, and has promoted planting more than 5 billion mu and increased grain production by more than 500 million tons worldwide. Teachers constantly update and sort out the data in textbooks, which not only reflects the timeliness of information, but also enhances the timeliness and effectiveness of classroom teaching, so that teaching and learning keep pace with the times.
Second, relying on hot spots, teaching has a distinct era.
Junior high school students not only have strong curiosity and thirst for knowledge, but also care about national affairs, and their sense of independence is gradually enhanced, and their ability to accept and judge new things is constantly improved. If teachers only emphasize theoretical teaching and ignore students' interests, they will often feel disgusted or even disgusted. On the one hand, social hotspots and social life can narrow the distance between students and subject knowledge, on the other hand, they can satisfy students' cognition and exploration of new things. Social hotspots and social life, which are easy to cause widespread concern, controversy and great influence, are indispensable and important contents in the teaching of ideological and moral courses. In the process of imparting knowledge, teachers should choose some current domestic and international events and social hotspots as classroom teaching resources. For example, in the lesson "Honesty is golden", I listed the story of the Xinyi brothers: Sun Shuilin brothers in Hubei will pay off the wages of migrant workers every year before the Chinese New Year. At the end of 2009, my brother Sun Shuilin was killed in a car accident on his way home to repay the wages of migrant workers years ago. In order to fulfill his brother's last wish, his brother Sun Donglin delivered his salary to the migrant workers the day before New Year's Eve. The honesty of the two brothers deeply touched people all over China. Let students realize that honesty is not only a good moral quality in ancient times, but also in China today. In teaching, we should use "hot spots" to promote teaching, link teaching materials with rich and vivid examples, and learn from the influence of social hot spots for self-reflection. This can not only make the teaching content timely, reflect the sociality of ideological and moral courses and achieve good teaching results, but also guide students to understand and care about current events and enhance their sense of social responsibility.
Thirdly, integrating theory with practice makes the teaching content closer to real life.
The new curriculum has changed the traditional didactic ideological and political education, requiring teachers to pay attention to the development of each student, their study life, their emotional experience and their healthy growth. Faced with this change, teachers should implement the principle of integrating theory with practice in the teaching process of ideological and moral courses. Classroom teaching should proceed from students' life reality, knowledge reality and psychological reality, design classroom teaching through appropriate forms according to the relevant theoretical knowledge of textbooks, and carry out teaching activities purposefully, so as to achieve good teaching results. For example, when we are talking about "protecting consumers' rights and interests", through a real example of a class student buying fake and shoddy products in the process of consumption, we ask the following questions: What rights and interests of consumers have been infringed by this incident? How to protect rights when encountering such an incident? How should we avoid similar incidents from happening again? Because it is a real case that happened around you, the students all showed a high degree of participation. In this kind of teaching, the problems or events faced by students in each class are different, even completely different. Teachers make some necessary adjustments according to different situations in the teaching process to keep the teaching content unchanged, which not only enhances the timeliness of teaching, but also resonates with students themselves or cases around them.
Fourthly, the use of multimedia makes teaching methods more flexible and interesting.
With the development of Internet technology, the network provides a broader space and richer materials for teaching, which requires teachers to extract teaching content that is beneficial to students' development from rich social resources. In their spare time, teachers make more use of the network platform to collect teaching-related information in time, such as words, pictures, video clips, videos and so on. And sort out these materials, with the passage of time, the teaching materials are more and more abundant. When teaching a new lesson, teachers combine the collected resources with the teaching content to make corresponding teaching courseware. For example, when teaching "Preventing Infringement, Protecting Yourself", I downloaded some information about teenagers who were illegally infringed from the Internet, and after careful processing, I made an illustrated courseware for students to see. In this teaching session of how to protect myself, I joined a video of how students "outsmart" gangsters. Vivid multimedia teaching not only mobilizes students' learning enthusiasm, but also makes students' attention more concentrated, making it easier for students to actively participate in our college.
How to improve the interest of ideological and moral classroom teaching in junior high school: I used to be sleepy in political class, and I can tell you responsibly; Teaching examples are very important! Be sure to give a few examples in class to match the content of the textbook. Otherwise, only the content of the handout is taught, and all the students sleep in a ball. Find some examples related to the content and show them to the students. Of course, you can also play suspense, interact with students, guess the story, and then take the opportunity to insert the key points of the textbook. You know, Xiong Haizi read all the short stories when the textbook was handed out. If they continue to use examples from textbooks, they will be immediately distracted.
How to determine the teaching goal of ideological and moral course in junior high school: The process of strengthening learning in the new curriculum is a process of communication between teachers and students, benign interaction and common development. Teachers should change from traditional knowledge givers to modern promoters of students' development, forcing teachers to respect, appreciate, help and guide every student, advocating "independent inquiry, cooperative communication" and advocating democratic, open and scientific curriculum concepts. The new curriculum reform requires ideological and political teachers to renew their ideas, pay attention to improving their personal political literacy, combine current affairs politics with students' ideological reality, adopt flexible and diverse teaching methods, diversify classroom teaching, improve students' interest in learning, stimulate students' enthusiasm for learning, and comprehensively promote quality education in ideological and political teaching.
How to do a good job in junior middle school ideological and moral classroom teaching is an important topic that every ideological and moral teacher needs to explore, pursue, reflect and summarize. In order to improve teaching efficiency, teachers must try their best to mobilize students' enthusiasm and initiative in learning ideological and moral character, and encourage students to study independently. This paper expounds how to stimulate students' interest in learning and improve ideological and moral classroom teaching in junior high school from three aspects: connecting with real life, introducing current affairs politics and innovating teaching methods.
Effective application of information technology in ideological and moral classroom teaching in rural junior middle schools.
The most effective teaching method of ideological and moral course is multimedia teaching. This modern teaching method, which integrates sight, hearing, form and sound, promotes the optimization of teaching activities, improves teaching efficiency, improves students' enthusiasm and initiative in learning, and really plays a great role in improving students' academic performance. Typical topics include incisiveness, generality, scientificity, accuracy and strong persuasiveness.
In the last lesson of "Safeguarding the legitimate rights and interests of consumers", we chose the "Clenbuterol" incident that caused a sensation in the whole country on 20 10 and "3? Students are familiar with the events such as inferior napkins exposed at the 15 "party, and combined with real events, it is convenient for students to understand and master the" legitimate rights and interests ".
In the classroom teaching of "when exercising the right to life and health", news videos about traffic accidents are broadcast, telling the necessity of bringing drunk driving, racing and other behaviors into the criminal law, so that students can clearly understand the importance of national laws in protecting life and health, and deeply understand the importance of respecting and cherishing the right to life and health, and realize that respecting and cherishing the right to life and health is a responsibility to themselves and others, so as to enhance their understanding of the rights and obligations related to life and health and learn to defend their rights according to law in real life.
Multimedia teaching is relatively large in teaching content capacity, which requires careful selection of teaching materials, avoiding listing a large number of repetitive and simple materials, and choosing typical, timely, true and close to students' reality. You can search for learning materials through the Internet search function to provide learning resources for students. Note that when searching related textbooks on the Internet, there is a process of removing the false and retaining the true, removing the rough and selecting the fine, and providing students with textbooks suitable for teaching and meeting the requirements of curriculum standards.
Second, using information technology to break through the key and difficult points in teaching.
Don't blindly pursue the application of information technology in ideological and moral teaching, but pay attention to students' learning needs in the teaching process. When making multimedia courseware, we should pay attention to the teaching content. If there is no distinction between primary and secondary, it will lead students to blindly pay attention to the patterns and animation effects in the courseware and ignore the learning of specific content, thus failing to achieve the expected teaching effect. The capacity of teaching courseware should be appropriate, and the collected materials should be screened and carefully selected; Layout design and color selection should highlight the main teaching content, so as to avoid the color and dynamic vision of patterns from affecting students' mastery of specific content; Pay attention to the font setting of the main teaching content; Pay attention to sounds, images, words, animations, links, etc. During the presentation, we should pay attention to the speed and order of using other media. In this way, science and assistance can be integrated, the attractiveness of the classroom can be enhanced, and students' learning enthusiasm can be cultivated, so as to achieve the goal of getting twice the result with half the effort.
In the teaching process of ideological and moral course, it is difficult for teachers and students to master the key points and difficulties in the teaching materials because of the lack of students' cognitive level, thinking ability and practical experience. The application of information technology in ideological and moral classroom teaching can concretize and visualize abstract concepts and preaching theories, enhance students' intuitive impression through the display of pictures, words, animations and videos, and make it possible for teachers to solve teaching difficulties and break through teaching priorities. In the teaching of the eighth grade "Difficult to Report Three Chunhui", students have different views on the key issue of "how to honor their parents". During the group discussion, they argued endlessly and it was difficult to reach a consensus. At this time, don't be in a hurry to evaluate. First, use multimedia courseware to demonstrate "Washing Mother's Feet", "Mom, we will sing a song for you" and "Burying a Child with Twenty-four Filial Pieties", and ask the following questions:
Through these activities, students quickly understand that filial piety should start with knowing and caring for parents, starting with the little things around them, and honoring parents with actions, rather than blindly filial piety.
Third, the use of information technology to cultivate students' innovative ability.
Through the processing of teaching words, symbols, language, sounds, animations, videos and pictures, a multimedia teaching courseware with pictures and texts is formed, which provides students with opportunities to think deeply and evaluate activities, induces students to think about problems, and achieves the purpose of inspiring thinking and cultivating innovative ability. In class, teachers provide students with more information, extend students' senses, broaden the space-time dimension of teaching, enrich students' perceptual experience, guide students to think deeply and strengthen their memory, enhance the interest of teaching content and process, and improve students' ability to deal with practical problems. Promoting the development of students' observation, memory, thinking, imagination, creation and other intellectual factors, giving full play to students' potential, publicizing their personality, helping students to form new creative thinking, and devoting themselves to learning with great enthusiasm is conducive to the cultivation of students' innovative ability.
The main body of classroom teaching is human activity, which is a bilateral interaction between teachers and students, and information technology means is only an intermediary role. We should avoid letting information technology hinder teachers' teaching process, avoid information technology leading teachers' thinking, firmly control students' thinking, highlight students' dominant position, mobilize students' enthusiasm and initiative, give full play to students' thinking imagination and creativity, let students learn independently and evaluate themselves, and fully tap their own potential. In interactive multimedia teaching, students really become the main body of learning, teachers strive to create situations, students take the initiative to acquire knowledge and find problems by themselves. Or discuss with each other, or look up information on the internet, and actively seek solutions to problems. Information technology such as projection screen and web page can't completely replace teachers' blackboard writing. There are still some places where traditional blackboard writing teaching media cannot be replaced by modern teaching media. Blackboard has the characteristics of instant display, timely on-site expression and enhanced meaning of language symbols. Scientific blackboard writing has the function of outlining and highlighting key points, and has the function of "outline signal" to students' thinking. The starting point and destination of using information technology is to improve the teaching effect, which complements the traditional teaching blackboard and is an extension of the traditional classroom teaching tools. They should not be ignored. Only by organically combining information technology with traditional means can we give full play to the role in classroom teaching and achieve the best teaching effect.
Fourthly, with the help of information technology, the ideological education function of ideological and moral course is highlighted.
Ideological and moral education for students is one of the goals of political teaching. When using information technology, we should pay attention to integrating ideological education into classroom teaching, and educate students on dialectical materialism and historical materialism, the law of social development, national conditions, patriotism and socialism. Teachers should infiltrate relevant contents into vivid multimedia teaching courseware, stimulate students' sense of national pride and historical responsibility, arouse students' deep feelings for the party, socialism and people, and thus form good political and ideological quality.
The application of information technology in the teaching countries of ideological and moral courses is not "moving textbooks", "writing on the blackboard" or "moving problem sets", nor is it a one-sided pursuit of the teaching function of information technology, nor is it a high-density "electric irrigation" with the help of information technology, but an organic integration of information technology and ideological and moral course teaching, an effective application of information technology in ideological and moral course teaching, and an optimization of teaching structure and teaching process. Based on the revolutionary tool of information technology, the teaching design and teaching methods of ideological and moral courses are constantly explored in practice, and the learning needs of students under the information technology environment are studied, so that information technology can play a greater educational role in ideological and moral teaching, improve the effectiveness of ideological and moral teaching, and enable students to form good ideological and moral, scientific outlook on life and values.