I. Wonderful introduction and wonderful methods As the saying goes, a good beginning is half the battle. A successful class begins with a fascinating and wonderful introduction. In teaching practice, wonderful and appropriate classroom leads can stimulate students' thinking inspiration and exploration enthusiasm. Successful lead-in is like a curtain that suddenly opens, allowing students to see the wonderful stage at a glance; It is like a leisurely overture, which makes students feel the moving movement from the beginning. For example, when teaching the seventh-grade ideological and moral textbook "Cherish Life", junior high school students have a strong self-esteem and can't bear some small pressures and setbacks, which is prone to the problems of ignoring life and not cherishing consciousness and sense of responsibility. How to stimulate students' interest in learning and strengthen their perceptual knowledge of life? Teachers can use multimedia to show students the video materials of Yin's deeds of self-sacrifice and saving others. Students can get strong emotional shock and infection from video materials, and induce them to know how to cherish life knowledge and improve their moral quality. This kind of video import can cut into the theme and get good teaching effect. Of course, the introduction of multimedia should be based on the design of teaching content, and poems, songs and other forms can be cited to attract attention and arouse students' enthusiasm. Comenius, a famous educator, once said: Children's thirst for knowledge and desire for learning should be stimulated by all possible means. We should pay special attention to this point in the situational teaching of ideological and moral courses in junior middle schools. Therefore, when creating teaching situations, we should follow the principle of induction, that is, we should pay attention to stimulating students' emotions and interests, triggering students' cognitive conflicts, grasping students' thinking hotspots and focuses, and constantly creating creative and novel problem situations, so that students can immerse themselves in the situations, feel the charm, generate suspense and stimulate their desire to explore, so as to be willing to find problems and innovate in their studies. Interest is the best teacher. With interest, there will be desire, and with desire, there will be pursuit. Constructivism theory holds that learning in real situations is of great benefit to people, and stimulating learning out of reality will make students feel confused. Faced with the rich, vivid and vivid objective facts that seeing is believing, students can complete the meaning construction of the subject by exploring the related problems of the situation, thus receiving the best teaching effect. Therefore, when creating a situation, we must try our best to be true or close to the truth. We should pay attention to the use of students' life experience, transfer the real situation in students' life, and complete the teaching task in combination with the teaching objectives. When necessary, students can go out of the classroom to the society, inspect practice, observe experience, return to life, collect information, and find ways and means to solve problems. Third, multimedia means to stimulate interest is the best teacher. In the classroom teaching of ideological and moral courses, it is very important to stimulate students' enthusiasm for learning and their curiosity and thirst for knowledge. Multimedia teaching method has the characteristics of intuitive image, rich content and dynamic presentation. The external stimulus it provides is not a single stimulus, but a comprehensive stimulus of multiple senses. Therefore, in ideological and moral teaching, we should give full play to the advantages of multimedia in comprehensive processing and control of symbols, languages, characters, sounds, pictures and images according to the characteristics of teaching materials and actual needs, and carry out organic integration. Creating an environmental atmosphere and specific teaching situation that is suitable for the content of the lecture, through vivid picture composition, vivid morphological colors and wonderful sound effects, makes students feel as if they are there, hear their own voices and meet their own people, arouses students' ideological resonance, and blends emotion with reason, which can effectively stimulate students' interest in learning, mobilize classroom atmosphere and rhythm, and improve classroom effectiveness. For example, when reviewing the content of "Torch Holding High the National Spirit" in the ninth grade textbook, we can show the touching scene of the sudden Wenchuan earthquake in Sichuan through multimedia, breaking the traditional mode of simply preaching abstract concepts, infecting students with vivid facts and touching their hearts with touching scenes. Let students deeply understand the spirit of earthquake relief is the embodiment of the national spirit in the new era. Only by carrying forward the great national spirit of unity, peace-loving, hard-working, courage and self-improvement with patriotism as the core can China be built into a prosperous, strong, democratic and civilized socialist modern country and stand among the nations of the world. Fourth, teachers and students are grateful and interesting. Compared with other subjects, there are two dilemmas in the teaching of ideological and moral course: first, the concepts and viewpoints are abstract and boring, which has a certain gap with the age and psychology of junior middle school students. Secondly, the temptation to value money interests and the tendency to value economy over politics in society lead students to despise ideological and moral lessons. Some political teachers are also disheartened, holding the idea that you don't want to learn, and I'm too lazy to teach, and sending errands to deal with it, which has caused a vicious circle. As a teacher, I have naturally experienced some ideological struggles, but after all, I have to overcome the consciousness of teaching ideological and moral lessons. Suhomlinski said: Teachers should be children's friends, deepen their interests, share joys and sorrows with him, and forget that they are teachers, so that children will open their hearts to teachers. In my spare time, I often go deep into the classes I teach, like friends, asking questions, doing hygiene, playing games, talking with students and telling stories, sincerely caring for and caring for students, and taking their difficulties in life as their own. In this way, I narrowed the distance with the students. They regard me as a true friend, and they like to listen to me. They actively participated in the classes I taught, and discussed the problems they encountered in life in the classroom teaching, which stimulated their desire for learning.