Practice and Reflection on Politics Classroom Teaching in Junior High School Under the new historical conditions, education must be forward-looking, the educational concept should keep pace with the times, and the content should reflect the most profound changes in nature and society. Therefore, teachers must deepen their understanding of the urgency and necessity of educational reform, devote themselves to educational reform with a high sense of responsibility and mission, completely update their educational concepts, and realize the reform and innovation of teaching methods to meet the needs of the times. In order to overcome the examination-oriented teaching tendency of ideological and political courses and implement quality education, we have explored the classroom teaching activities of ideological and political courses in junior middle schools, which is conducive to improving the effectiveness of classroom teaching and implementing the educational objectives of political courses. 1. The project background is 1. From the perspective of teaching philosophy, the research of psychology and pedagogy has long shown that learning is a very laborious thing, many difficulties need to be broken by students themselves, and many hidden learning obstacles need to be overcome by students themselves. Therefore, for many years, the school has asked teachers to attach importance to "double basics" and asked students to work hard, but the activities of teaching content are not only discouraged, but also prohibited. Students' natural need for social interaction in class is often regarded as disturbing the class order. Teachers' teaching attitude is harsh and intolerant to students, so that the relationship between teachers and students is antagonistic, emotional indifference, and the internal motivation of teaching and learning is insufficient. 2。 From the perspective of teaching methods, teachers have long been the controllers of teaching process, organizers of teaching activities, dominators of teaching contents, judges of students' academic achievements and symbols of knowledge authority. Teachers take students as the processing object and adopt a handicraft production method similar to pickles, with kneading and soaking as the main means. Students are also used to treating themselves as a container, and I will listen to what the teacher says and remember what the teacher writes, but I am simply passive or even forced to accept information. This method is not conducive to the cultivation and development of students' creative thinking ability. 3. From the perspective of information transmission, the traditional classroom teaching information transmission is one-way, biased, and more is the communication between teachers and a few high-talkers, which leads to more opportunities for these students to perform in the classroom, while most students have fewer opportunities to perform, resulting in serious polarization over time. At the same time, the classroom is limited to the communication between teachers and students, ignoring the communication and interaction between students, resulting in a situation of "listening but not going", which is not conducive to students to form cooperative, democratic and positive learning attitudes and values. 4. From the evaluation system, we have always regarded the political course as a course designed simply to cope with the exam and strive for exam scores, which has turned rich theoretical knowledge and its profound connotation into simple scores and stifled students' interest in learning. This result-oriented evaluation does not take into account the different starting points and individual differences of different students in different situations, nor does it fully realize the morality of ideological and political courses, which violates the teaching objectives stipulated in the curriculum standards and runs counter to the requirements of quality education. Based on the above understanding, in recent years, according to the requirements of the development of the situation, the reality of teaching materials and the characteristics of junior high school students' physical and mental development, we have selected some classes to carry out experimental work to activate junior high school political classroom teaching. 2. A Preliminary Study on the Theory of Subjective Experiment Classroom teaching activity is a kind of teaching activity that closely combines teaching factors with activity factors, so that students can learn naturally in a lively and happy mood and under the condition of enhancing their interest. It has played a certain role in mobilizing junior high school students' learning enthusiasm, stimulating students' correct cognitive needs, promoting students' personality socialization and making their physical and mental health develop. From elementary school to junior high school, it is a big step for children. Primary school life has a strong collective life experience, which largely continues the kindergarten model and is closely related to games. In junior high school, the subjects have increased, the content has deepened, the rhythm has become faster, and everything is changing, which has brought a lot of discomfort to junior high school students who are experiencing psychological and physical changes. Therefore, carrying out activity teaching in junior high school teaching can help students adapt to junior high school life to a certain extent, which is conducive to the rapid and organic connection between primary school and junior high school education and reflects the coherence and consistency of "Nine Meanings" education. Judging from the psychological characteristics of junior high school students, their appearance is strongly emotional, and the torch of their thinking, even the infinitely rich and beautiful world in their hearts, is mainly ignited by emotional sparks. Their emotional characteristics in this period are the emergence of "adult sense", enhanced independence, being good at imitation, loving performance and attaching importance to peer communication. The implementation of political classroom teaching activities in junior high school conforms to the psychological characteristics and cognitive laws of junior high school students. Suhomlinski always believed that it would be extremely abnormal if learning became a kind of suffering and a heavy mental burden for students. In the practice of education and teaching, he always uses various means to let students carry out vigorous intellectual activities in their own world and let them enjoy rich spirit. 3. The main content of this experiment is 1. The basic connotation of classroom teaching activity mode refers to the classroom teaching mode in which every student participates in an activity, arouses interest, leads to questions, leads to thinking, leads to innovation, and finally realizes learning in the activity, activities in the learning, and finishes learning goals in the activity. 2. The basic procedure of classroom teaching activity mode 1. Before each new lesson, the whole class is divided into groups of 45 people, and a convener is elected. 2. Team members browse the whole textbook together, determine the theme of the activity, and work together to evolve the theme content into various open activities. 3. During the formal teaching period, students need about 30 minutes to complete their learning tasks and carry out colorful activities. 4. For the remaining 15 minutes, the teacher focused on "What did you know through today's activities? What are you still confused about? " Discussion on these two issues will help students deepen their learning content and consolidate their learning achievements, and teachers will answer questions in time to complete the teaching objectives. 5. After class, an evaluation team composed of one representative from each group evaluates the planning group of classroom activities, using a percentage system as the main basis for students' usual grades. The central link of junior middle school politics classroom teaching activity mode is group learning. The effective development of group learning can not be separated from the active participation of each student, and also from the collective discussion and evaluation of the class. The learning tasks faced by the group members can only be successfully completed on the basis of their independent thinking and Qi Xin's concerted efforts. At the same time, the results of group learning should be tested by the large group of classes. To sum up, individual self-study is the foundation, group activities are the key, and communication between groups is the improvement. 3. The way to ensure the mode of classroom teaching activities is 1. The role of teachers should be more prominent. The application of classroom teaching activity mode does not make teachers idle, but requires teachers to return the stage to students, stop monologues and become guides, motivators, organizers and participants in students' learning. The dominant position of teachers has not weakened, but has become more important. The leading role of teachers is reflected in the following aspects: strengthening learning guidance, such as helping students sort out knowledge clues, clarifying key and difficult points, answering self-study puzzles, providing activity suggestions, and solving doubts and doubts; Coordinate the relationship, such as training the convener to be the organizer and leader, and handling the relationship between the group (convener and group members, gifted students and students with learning difficulties) and the group (topic selection, discussion and evaluation); Timely summary: After each activity, after listening to the students' discussion and mutual evaluation, affirm the strengths, point out the shortcomings, clarify the direction of efforts, and scientifically summarize and summarize the teaching contents. 2. The evaluation system should encourage the establishment of a new classroom teaching model, which urgently requires us to actively build a new evaluation system. What kind of evaluation system is established will directly restrict whether the classroom teaching reform can achieve practical results and whether it can be carried out deeply and persistently. It can be seen that the establishment of an evaluation system suitable for classroom teaching reform plays an important role in ensuring the in-depth development of classroom teaching reform. The evaluation concept should pay attention to both the results and the learning process, emphasizing the evaluation of the process. Because different students have different starting points and different situations, students' progress on the original basis is success, no matter how fast or slow, as long as they are walking; No matter what your strength is, as long as you are doing it; No matter what your ability, as long as you are doing it, you must affirm and encourage it. 1. Thoughts triggered by the theme experiment: Educators should be closer to students and care about them. The long-term relationship between teachers and students is actually an unequal relationship. Today, the change of traditional classroom teaching mode urgently requires our teachers to change their condescending habits, establish a student-oriented modern educational concept and truly become students' mentors. Teachers should be able to put down their airs, bend down, discuss some issues with students on an equal footing in good faith, communicate with each other and question each other during the discussion. This makes students get due respect, narrows the psychological distance between teachers and students, virtually liberates their minds and creates favorable conditions for realizing the optimization of education. Writer Bing Xin said: "There is not a flower in the world that is not beautiful, and there is not a child that is not lovely." As long as we can truly understand, sincerely care, enthusiastically encourage and appreciate every student, and then constantly stimulate their enthusiasm for learning, so that they have a strong desire to travel in a broader ocean of knowledge, our education will often get twice the result with half the effort. Thinking 2: Teachers should dare and be good at letting students build their own knowledge. In the spirit of being responsible for students' lifelong development, we should take students' original knowledge and experience as the growing point of new knowledge, guide students to grow new knowledge and experience from the original knowledge and experience, and actively construct knowledge. Changing teachers' preaching into promoting students' autonomous learning; Change teachers' teaching and promote students' autonomous learning; Change teachers' questioning into promoting students to discover, ask, analyze and solve problems themselves. Only in this way can students exercise their own thinking and develop their own abilities. Only in this way can students have the opportunity and possibility to express themselves in their studies and realize their own values. Confucius said, "It's fun to learn while learning." The change of teaching mode is to restore the true nature of learning and return the fun to students. Let students love learning, learn to learn, be the master of learning, experience the happiness of seeking knowledge and realize the liberation of students and learning. In classroom teaching, we must highlight students' dominant position, take students' actual situation as the starting point, students' active participation as the supporting point, improve students' quality as the foothold, highlight the cultivation of students' innovative spirit and practical ability, and realize the whole process optimization of education and teaching. Only in this way can we get the best teaching effect and really implement quality education.