Research On The Exertion Of The Debate-oriented Teaching Technique Of Ideological And Moral Course In Junior Middle School

To meet the development of the global knowledge economy and information society, the world of education and learning innovation revolution set off a climax, prompting a new round of basic education curriculum and educational reform. But the real responsibility for the education of students should be able to promote their full, independent,personality development. The purpose of the new curriculum is to build up the basic education curriculum system in line with requirements of quality education in the 21 st century. Development of students,emphasizing the student body, and strive to implement the full range of scientific literacy, attention cultivating students’ innovative spirit and practical ability to establish a new type of interaction between teaching and learning, teaching is characterized by "heavy process,re-experience, heavy inquiry. " This is the significance of the debate and the pursuit of Teaching Method.After explaining the concept of the debate on teaching, the theoretical basis and significance of the debate on the use of junior high ideological and moral lesson teaching focuses on the basis of a theoretical basis for the debate on the use of junior high moral lesson teaching, the theoretical foundation for the next hands-bedding. And access to data through questionnaires and interviews, the debate on teaching junior high ideological and moral lesson in the practical application of the existing problems are analyzed in order, and explores the reasons for the existence of social, school leaders, teachers and students, and otherdimensions.Practice is part of a six junior high school debate class teaching control experiment on how to choose the right debate and junior high moral lesson teaching how to organize the debate and so to think,research and practice. Implementation process took literature search,survey research methods, data analysis. After three months of debate-oriented implementation of the survey show again: debate teaching classes, many students like this teaching method that moral classroom debate really contributed to a deeper thinking and understanding, better control knowledge; there is no comparison with the embodiment of class teaching debate, there are more students recognize the importance of group team. Classroom performance: teaching students to participate in the debate more active thinking, and the teacher can take the initiative to explore the issue, and actively explain their views and ideas. We put forward the debate on teaching methods in junior high moral effective use countermeasures part is the end result. This section is based on the previous chapters on the basis of moral lesson for junior high school debate teaching methods use the existing problems and the reasons for analysis, to determine the motion in principle, changes in evaluation methods, improve teacher quality three aspects proposed more focused suggestions.