German educator Dostoevsky said: "We believe that the art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging." Makarenko also said: "Teachers usually can't wait for this to happen naturally. He must establish an external environment that can arouse students' necessary psychological state, ideas, emotions and motives and stimulate their actions. "Therefore, in a sense, the success of teachers' teaching lies in the artistic setting of situational conflict. It is wise to implement situational teaching.

Situational creation teaching mode refers to a teaching mode in which teachers use vivid language and modern teaching methods to create familiar life situations for students according to the teaching content, so that students can feel personally, thus stimulating students' strong interest in learning. By creating situations, teachers let students' wisdom, thinking, guessing, imagination, emotion, emotions, joys and sorrows fully participate in classroom teaching. Effectively combine students' emotional activities with cognitive activities, so that students can observe color, smell and taste in ideological and political lessons, thus gradually achieving the teaching goal of integrating knowledge with practice.

However, if the method of scenario creation is improper, it will be superficial and lively, and it will not make students participate in classroom teaching wholeheartedly, thus weakening the effect of teaching and learning. The application of situational teaching mode should pay attention to quality and effect, and the key is to correctly grasp the "five characteristics" in the process of situational setting;

First, the typicality of situational materials.

In the choice of situational content, teachers should carefully select appropriate materials and typical materials in combination with the theme of education and teaching, students' development stages, students' concerns and psychological needs, so as to attract students, cultivate students' interest in participation and induce students' positive thinking. Some typical textbooks are not only rich in content, easy to understand, but also easy to make students have psychological activities to explore things, consciously or unconsciously go deep into the textbooks to explore the results of things, effectively playing an incentive and rational role.

Second, the truth of the situation.

Brown, an American educator, thinks: "The learning environment should be placed in the background of real problems to make it meaningful to students." The "realistic problem" here is obviously the reality of students' life. The setting of situational materials should focus on starting from the reality of life, starting from students' experience, originating from life, reflecting life, and linking classroom with life. A good class should never be divorced from life and has nothing to do with the growth of students. A good lesson should be a window for students to explore the world, a processing factory and a gas station in their life journey. Teachers should be good at creating life situations and guiding students to experience life and feel the truth.

Third, the infectivity of the situation.

The creation of situations should highlight emotions. Teachers can create specific situations and render the atmosphere, so that students can form strong resonance and shock in their hearts and gain profound emotional experience. Teachers teach with emotion and let reason enter their hearts. As Rui Burris said, "Students are not bottles to be filled, but flames to be lit." No matter what methods teachers use, the purpose is to stimulate students' emotions and emotions, stimulate students' enthusiasm for learning, ignite their sparks of wisdom, and let them actively and lively drive themselves to be sensible.

Fourthly, the exploration of situational problem design.

(A) located in the common interests of students, active atmosphere. Situation is the kindling to stimulate interest and ignite the desire to explore. Asking questions in places of common interest is undoubtedly "adding fuel to the fire", which makes the flame of inquiry burn more and more brightly.

(B) located in the focus of students' thinking, to stimulate thinking. Whether or not to stimulate students' thinking is the key to the success of political teaching. It directly reflects the degree of students' investment in classroom teaching, which is related to students' mastery of book knowledge and the cultivation of their ability. Modern psychological research shows that a person's mental state changes alternately in different stages in a certain period of time. Judging from the composition of the content elements of each lesson in political science, there are both boring and powerful thinking points. Generally speaking, the supporting point of thinking mainly lies in the turning point from some background materials to revealing the basic knowledge of textbooks. Teachers skillfully provide students with questions here, asking students to analyze, think and discuss with background materials. At this time, students' thinking is highly stimulated and classroom teaching has reached a climax. When the discussion around the problem is successfully completed, not only the goal of classroom teaching is naturally realized, but more importantly, the students' main role is fully exerted and their thinking is stimulated.

(3) Positioning students' thinking obstacles and breaking through difficulties. In the obstacle of students' thinking, teachers must design questions skillfully in time and ask students to analyze and think by using existing knowledge and experience. At this time, students often fall into a confused predicament and feel that "there is no way to regain their doubts." This requires teachers to guide students to find their own contradictions in time and help students rethink with the knowledge of textbooks. After several repetitions, the students suddenly felt that "there is still a village" and finally found the "truth" through their own efforts.

(D) Positioning as the crowning touch of textbook knowledge and implementing key points. We should give full play to the creativity and artistry of teachers' classroom teaching, set up doubts in certain places, and let students grasp the key points of knowledge in textbooks with a questioning and inquiring mind.

Fifth, the diversity of situation creation methods.

The teaching content of political course is theoretical and difficult for students to understand. Teachers should establish a "big" view of teaching materials in the way of creating situations, and start from reality, and open the channel between books and life through specific situation design, such as sketches, TV advertisements, poems, stories, cartoons, cases, role-playing, games, speech contests, mock trials, etc. It is easy to integrate knowledge and practice by guiding students to actively participate in learning.

In short, the implementation of the new concept of curriculum reform requires political teachers to be good at creating learning situations, grasping the "five natures" and skillfully setting situations, exploring fresh educational and teaching resources in colorful situational activities, stimulating students' senses with passion, attracting students' attention, and enabling students to have deeper emotional identity and enthusiasm for learning. Only in this way can we strike a chord, stimulate resonance, activate political classroom teaching, and make ideological and political lessons enjoyable, colorful and lively.