| With the continuous deepening of the reform of basic education curriculum, classroom teaching is becoming more and more open and interactive. That the teachers and students’ thinking is activated results the emergence of the generative problems of the classroom teaching. Because the ideological and moral course is more dynamic than other subjects, the generative problem of the ideological and moral teaching is more worthy of attention and research. Studying on how to deal with the generative problem of the ideological and moral teaching in junior middle school is conducive to further deepening the reform of the new curriculum, enriching the theory of education and teaching of ideological and moral course, improving and updating the educational and teaching methods of ideological and moral lesson, enhancing the teaching effect of ideological and moral course, enhancing the dominant position of students, and promoting the students’ all-round, coordinated and sustainable development. By studying large typical cases in the teaching practice of themselves and others in the past, combining with the ideas of new curriculum and teaching theory, and on the basis of deep analysis of all kinds of common phenomena and influencing factors the author puts forward the effective coping strategies. In addition to the introduction, this paper consists of four parts:In the first part, the generative problem of ideological and moral course in junior middle school is clearly defined firstly, and after the basic characteristics and basic types of the generative problem of ideological and moral course in junior middle school is analyzed in detail and listed. The generative problem of ideological and moral course in junior middle school not only has a novel, transient, uncertainty, tolerance, and other general characteristics, but also has humanism, comprehensive practice, social and moral education function of subject characteristics. Divided according to different standards, the generative problem of ideological and moral course in junior middle school can be divided into the problem of students’ generation and the problem of teachers’ generation, positive generative problems and negative generative problems, the generative problem of presupposition and the generative problem outside, the generative problem related to teaching content and generative problem not related to teaching content.The second part combined with the typical cases introduces in detail the current common phenomenon about dealing with the generative problem for the teachers of ideological and moral course in junior middle school, namely the oversight:they don’t see the actual existence of the generative problem;loss of chance:they can’t grasp the education opportunity of generative problem;out of control:they can’t effectively control the generative problem;the failure:they can’t effectively guide the generative problem.The third part comprehensively analyses the main influencing factors when the teachers of ideological and moral course in junior middle school deal with the generative problems. That is the influence of the traditional education idea,the induction of utilitarianism, the restriction of students’ cognition,and the lack of teachers’ quality.In the fourth part, according to the common phenomenon and restriction factors in the process of dealing with the generative problem, the effective countermeasures are put forward in combination with a lot of fresh teaching cases,namely elastic presupposition: activate the generative problem; keen feedback:capture the generative problem; active screening:extract the generative problem; acceptance of tolerance:treat the generative problem; effective guidance:extend the generative problem; self promotion:deal with the generative problem. |
