As a teacher of ideological and moral course, we should first correct our understanding and attitude towards the teaching of ideological and moral course, grasp the characteristics of ideological and moral course, apply the law of education and teaching with innovative spirit, and actively guide students to carry out research-based learning in combination with teaching practice; Make full use of modern educational technology, make multimedia courseware, expand knowledge capacity and conduct classroom teaching vividly; Actively organize practical activities, guide students to conduct social surveys in combination with rural reality ... Do everything possible to make ideological and moral lessons both ideological and educational, both informative and interesting. At the same time, teachers of ideological and moral courses should adapt to the requirements of the times, constantly strengthen their study, know how to use educational theory knowledge, master rich social practice knowledge, embody the teaching content of ideological and moral courses in simple terms, form a teaching style suitable for rural junior middle school students, and make the classroom more vivid, emotional and attractive under their effective control.
Second, create a teaching lead-in link to stimulate students' interest.
"A good beginning is half the battle", which points out the importance of introducing new courses. The new textbook of ideological and moral character compiled according to the Curriculum Standard of Ideological and Moral Character also pays special attention to the lead-in link, and each lesson is arranged with an introduction, which basically summarizes the content of this lesson and emphasizes its necessity and importance. Teachers can use stories, jokes, current events, songs, pictures, body language and other forms to introduce new lessons, which is close to the reality of students' study and life, meets students' psychological needs, fully mobilizes students' senses and stimulates their interest and curiosity.
Third, improve teaching methods and smooth students' learning channels.
Teaching method is a bridge between teachers and students to impart the contents of teaching materials. No matter how good the teaching materials are, no matter how important the knowledge content is, without good teaching methods, it is difficult to achieve practical results in classroom teaching. In work practice, the author uses the "four guides" (reading guide, thinking guide, discussion guide and practice guide) and has achieved good classroom teaching results.
"Reading guidance" means that teachers guide students to read textbooks according to their learning objectives and reading guidance syllabus. The method is to read through it first and have a preliminary understanding of all the contents learned in this lesson; Then read carefully and find out the corresponding goal and the corresponding related knowledge content according to the learned knowledge; Finally, intensive reading, focusing on the key and difficult parts of the class requirements, in order to sublimate knowledge. In the process of reading, students are required to ask questions in order to have clear goals in their study. Studying hard can not only make students master knowledge, but also cultivate students' self-reading and self-learning ability.
"Guiding thinking" means that teachers create more teaching situations in the classroom to make students think and inspire them to think positively. Teachers can make students think, talk about their own feelings and experiences, guide students to ask more why, cultivate students' thinking habits and improve their thinking ability. Guiding thinking especially requires teachers to inspire students to connect with reality, exert their imagination, and carry out divergent thinking with a wide range of play and thinking space, rather than pursuing a unified "standard answer."
"Guiding discussion" means that teachers guide students to discuss some problems, especially some ambiguous and difficult problems. The discussion methods can be classroom discussion, group discussion, table discussion, friend discussion, etc. And it is informal, so that students with different opinions can express their opinions more. For example, when talking about "reasonably venting emotions", students can use "crying can vent emotions" to discuss: Is it good to cry? What's so good about it? What's wrong with it? Let students contact their own feelings and experiences in the discussion, express their opinions, infect each other, get to know each other and improve together, which not only enlivens the classroom atmosphere, but also imparts knowledge.
"Guidance" means that teachers train students to internalize what they have learned into their own thoughts and behaviors, so that students can consolidate new knowledge and cultivate their abilities. The topic of the exercise should be closely related to the textbook and highlight the key points, which can be carried out in class or assigned homework after class.