Moral Teaching And Research Experience Of Junior Middle School Ideological And Ethical Education

Reflection on moral character teaching achievements is not very desirable to sum up thecause of five aspects. The reason, firstly, teachers always impart textbook knowledge simply;Secondly, students is accepting containers without their own ideas in the eyes of teachers.Thirdly, teachers are always completely copy the materials while imparting textbookknowledge； Fourthly, textbook knowledge can not produce organic reactions with students’real life; Fifth, students miss self experience entirely.. How can we make this situation bechanged? How can teachers fixed thinking change? In the teaching process of junior highideological and moral, due to the different teaching content, it need to create a variety ofdifferent educational scenarios so that students can get a richer experience. Moral teachingexperience teaching model is a modern adaptation of this requirement. This paper attempts toimplement exploring and thinking to moral experience moral lesson teaching.This paper expounds the content and features of moral experience moral lesson teaching;Based on the status of moral lesson, analyzes the problems and causes of the existence ofmoral teaching; Discuss the necessity of implement moral experience during teaching inideological and moral lesson; Towards moral teaching process specific operating process:Experience perception-Experience sentiment-Expound sublimation experience in practice;And such as teachers how to change their roles, how to change the old evaluation system,effective measurement of moral experience moral lesson creating teaching situation andmain types of teaching moral experience in junior middle school moral lessons and otherissues are discussed.