A Study On The Application Of "Case In The End" In The Teaching Of Moral Education In Junior Middle School

The new curriculum reform has pointed out the direction for teaching practice. The teaching philosophy of respecting students’ personality development and status as the subject as well as developing students’ comprehensive ability has widely permeated through all teaching activities. Ideological Moral Character(IMC) Course in Junior High School should teach students morals norms, healthy mental traits, legal norms, fundamental realities of the country and social responsibilities in a life situation that the students are familiar with. IMC Course should also help students develop good moral qualities and correct political conceptions. Thus, I try to study on how to apply one-case-to-the-end method in Ideological Moral Character Course in Junior High school.It shows great advantage in teaching to apply one-case-to-the-end method in IMC Course in Junior High school because students can learn about clear, systematic and well-analyzed cases which help improve compound abilities and thinking qualities. For the time being, one-case-to-the-end method is gradually being applied in teaching in elementary education. However, it has been conducted a thorough research. In this paper, I try to fully analyze how to apply one-case-to-the-end method in Ideological Moral Character Course in Junior High school by using the cases of my teaching practice.There are four parts of this paper. Based on my teaching practice and case-study teaching method in IMC course, I study on the meaning of this method, the selection of the cases and corresponding operation strategy.Part IThe definition and theoretical basis of one-case-to-the-end method in Ideological Moral Character Course in Junior High school: First, I summarized the theoretical basis. Then, I give the definition of one-case-to-the-end method in Ideological Moral Character Course in Junior High school.Part IIThe significance of one-case-to-the-end method: I summarized the effect and the significance of the method by analyzing my teaching cases. I demonstrate my point of view by discussing how to teach students to consider questions as a whole, or to develop thinking qualities and to deal with real life problems.Part IIIThe selection of cases: I stated how to select suitable cases by researching my teaching practice. It requires teachers to analyze the teaching materials and the students so that we can get well preparation for the selection of the cases. We can choose classical video clips, hot issues, students’ moral activities in order to better apply one-case-to-the-end method.Part IVThe operation strategy: To apply one-case-to-the-end method requires not only proper and qualified cases but also the operation strategy in class. In this part, I discussed about question-design, teaching skills and other does and doesn’t.To apply one-case-to-the-end method is still at the very beginning step. I want to provide some beneficial help and experience for the teaching of IMC course in Junior High school by my teaching practice and theoretical analysis.