Situational teaching method, ideology and morality
With the deepening of the new curriculum reform and the continuous promotion of efficient classrooms, traditional teaching concepts and methods have been challenged, especially the ideological and moral classroom teaching in rural junior high schools. Improving 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 current situation and reasons of ideological and moral courses in rural junior middle schools:
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, so it is difficult to talk about my own views in practice. Secondly, 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 addition, even though some teachers' teaching behaviors have changed, their effectiveness has not been improved. At present, in actual teaching, even 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. In this way, the effectiveness of group cooperative learning is greatly reduced. In addition, some teachers' teaching methods are simple and the quality of classroom teaching is not high. 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 short, teachers can't take students from books to nature, from small classrooms to large classrooms of social life, and truly from closed classrooms to open classrooms, regardless of whether they are in line with students' reality.
Secondly, the application of situational teaching method in the teaching of ideological and moral courses in junior high schools is imperative.
I hope you can adopt it, O(∩_∩)O Thank you.