First, the introduction of passion, emotion to stimulate learning
Compared with other subjects, there are two dilemmas in the teaching of ideological and political course: first, the concepts and viewpoints are abstract and boring, which has a certain gap with the age and psychology of junior high school students; Secondly, some temptations in society that value money interests and tend to value economy over politics lead students to despise ideological and political courses. Some political teachers are also disheartened, holding the idea that "you don't want to learn, I'm too lazy to teach", and they follow the book and engage in work, forming a vicious circle.
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." Teachers can often go deep into their own classes in their spare time, be caring and attentive like big sisters, and engage in hygiene, play games, chat mountains and tell stories with students.
Once, a small person outside the school angrily called a student out of the classroom. Seeing that the momentum was wrong, the teacher arranged for the students to read books and follow them. Seeing that the man was beating the students, he rushed up desperately, risked being beaten, closely protected his students, and reprimanded the man until the school security guards came to take him away. This won the respect of the students. They regard their teacher as their confidant and are willing to talk in private. If there is any dispute, please ask the teacher to judge. This is probably "kissing his teacher and believing in his way".
Second, comprehensive integration and capacity accumulation.
Cultivating students' patriotic feelings and noble ideological and moral cultivation, as well as establishing correct values and positive attitude towards life, are important contents that must be infiltrated in education at all stages. However, in the actual teaching process, we found that students' moral level generally declined, moral concepts faded, and values and outlook on honor and disgrace were vague. Some schools don't really pay attention to political education, and the teaching efficiency is not high. Therefore, in junior middle school politics class, we need to infiltrate emotional education and communicate with students attentively. However, if emotional education is integrated into political teaching, we should pay attention to matching the psychological needs and cognitive level of students of different grades and avoid usurping the role of the host. It is necessary to take a subtle way, through a reasonable way, combined with the teaching content, and silently integrate things into emotional education.
Third, be persuasive and rational.
Lenin said: "Without people's feelings, there will never be anyone's pursuit of truth." Whether talking about concepts or principles, we should pay attention to the combination of reason and reason, let abstract theories shine with perceptual color, and enhance students' strong interest in political lessons.
1. Language is full of emotion and living knowledge. For example, when the teacher said that "the rise and fall of the motherland is related to personal safety, honor and disgrace", he described the crazy plunder of the Chinese nation by imperialism in a sad tone and angrily accused Japanese imperialism of killing 300,000 compatriots in Nanjing. "The invaders started a killing game, with corpses everywhere and rivers of blood. The baby cried in a pool of blood, accompanied by the executioner's laughter ... "With the teacher's voice trembling and fist waving, the students tightened their mouths and shed tears. The teacher pointed out that "backwardness will be beaten and poverty will be humiliated" and turned his head and said, "The sleeping lion woke up, and People's Republic of China (PRC) stood in the East!" Then he excitedly talked about the great achievements of the motherland's construction and China's position in the world. The students' faces burst into joyful smiles. Finally, the teacher wrote the words "national humiliation, national pride and glory" on the blackboard for the students to recite aloud.
2. The story is touching and attracts students. Most of the examples in the book are relatively simple, and some examples are far away, so teachers can supplement them or visualize them systematically. Shi Chuanxiang, for example, was vividly described by his teacher in oral and body language how he was carrying a big dung bucket. He was not afraid of being dirty, smelly or sarcastic, which moved his students to praise him one after another. When talking about the content of "serving the people", the teacher supplemented Kong Fansen's example in time and described how he took off his cotton-padded coat in the snowstorm and put it on a Tibetan grandmother in her nineties. How did he raise two Tibetan orphans by selling blood several times?
3. Teaching AIDS cultivate feelings and integrate forms and feelings. We should also pay attention to the choice of teaching AIDS to enhance persuasion and appeal. For example, when talking about the content that "the motherland has raised children from generation to generation", the teacher hung a big color picture, and the vast territory, beautiful mountains and rivers and beautiful places of interest of the motherland were all on the paper.
In short, in the teaching of junior high school ideological and political lessons, teachers should have strong and distinct thoughts and feelings, closely combine students' ideological reality, and infiltrate beautiful feelings into theoretical teaching and ideological education, so that students' love for family, school and motherland can be deeply rooted in their hearts and put into action.