Research On The Application Of Thematic Case Teaching Method In The "Ethics And Rule Of Law" Course In Junior High School

Under the guidance of the new curriculum reform concept,the “Ethics and Rule of Law”course in junior high school,as a key course for cultivating morality and cultivating people,has increasingly emphasized the importance of giving full play to the role of students.However,as far as the current teaching situation of “Ethics and the Rule of Law” course in junior high school is concerned,there is still a tendency to pay attention to the instillation of knowledge and neglect the cultivation of core literacy of the subject.The thematic case teaching method is based on the laws of students’ physical and mental development,guided by the curriculum standards of compulsory education ethics and rule of law,and its application to the ethics and rule of law curriculum can give full play to the role of students as the main body,which is of great value to cultivate students’ core literacy.Therefore,in this context,it is of practical significance to study the application of thematic case teaching in the course of “Ethics and Rule of Law” in junior high school.In order to deeply study the application of the theme-based case teaching method in the junior high school “Ethics and the Rule of Law” class.Through the integration and combing of the relevant literature of the theme-based case teaching method,combined with classroom observation and questionnaire survey,the application status of the theme-based case teaching method in the junior high school “Ethics and the Rule of Law”course was investigated,and it was found that the teaching method was still used less frequently in the regular class,the students’ discussion of the thematic case was not in-depth enough,the classroom teaching did not achieve the expected results,and the evaluation method of education and teaching was relatively single.In view of the existing problems,the reasons behind the problems are clarified from the four levels of the themebased case itself,students,teachers and classroom teaching evaluation.The main reasons are: the screening and excavation of theme-based cases is difficult,students fail to give full play to their main role in the classroom,teachers’ understanding and grasp of theme-based teaching methods are insufficient,and the classroom evaluation of theme-based case teaching needs to be improved.In view of the existing problems and causes,combined with relevant theoretical and practical research,high-quality cases are proposed to enrich the resource reserve of thematic cases.Improve learning literacy and play the role of students as the main body in the classroom;Strengthen research and exploration,improve teachers’ ability to use theme-based case teaching method,optimize classroom evaluation,and improve the effectiveness of theme-based case teaching in the classroom,in order to provide reference for education and teaching researchers using theme-based case teaching method.