Research On The Problems And Strategies Of Deep Learning Teaching In The Course Of Morality And Rule Of Law In Junior Middle School

With the rapid development of the Internet,especially the progress of artificial intelligence and other emerging industries,the world is undergoing profound changes.In order to adapt to the changes of The Times and social changes,school education has been transformed from teaching-centered to learning-centered,and the deep learning teaching method has come into being.The realization of deep learning in moral and rule of law course in junior middle school conforms to the needs of ideological and political course teaching reform,and it is an important way to cultivate students’ core literacy.On the basis of existing research and combined with my own teaching experience,this paper defines the concepts related to deep learning of moral and rule of law courses in junior high school.Meanwhile,through investigation and interview,it sorts out the main problems existing in deep learning of moral and rule of law courses in junior high school and analyzes them.On this basis,the teaching strategies for promoting deep learning in junior high school ethics and rule of law course are put forward.Specifically,it is divided into the following three parts:The first part,the junior middle school moral lesson and the rule of law to promote deep learning teaching strategy definition,induces the junior high school lesson of morality and the rule of law has deep learning teaching target,teaching content integration,subjectivity situational teaching activity and the characteristics of the teaching evaluation sustainability,at the same time,the junior middle school moral lesson and the rule of law to achieve deep learning for students,teachers,and the development of the discipline has the positive significance,It is beneficial to meet the needs of students’ literacy development,teachers’ expectations of professional success,and the requirements of discipline reform and development.The second part focuses on the analysis of the main problems existing in the deep learning of junior high school ethics and rule of law course in students and teachers,including the lack of active input attitude of some students,lack of independent critical spirit,lack of ability to transfer applied knowledge;Some teachers lack student-centered teaching design,cooperative inquiry teaching activities and sustainable development of teaching evaluation.At the same time,it analyzes the main reasons for the problems,mainly lack teachers’ awareness to implement deep learning;The ability of teachers to implement deep learning is insufficient;The ability of students ability to accept deep learning is weak.The third part is the teaching strategy of promoting deep learning in junior high school ethics and rule of law.In view of the existing problems,effective teaching strategies are put forward from three aspects: teaching design,teaching implementation and teaching feedback.First of all,we should update the educational concept by persisting in taking students as the foundation.Integrate teaching content and construct learning system;To condense the core knowledge and construct the knowledge structure,so as to improve the professional quality of teachers and improve the level of deep learning.Secondly,students’ interest can be activated by activating teaching methods.Implement problem-driven,improve the quality of thinking;Integrate into life situation,promote transfer and application,so as to activate students’ learning motivation and deepen their deep learning ability.Finally,by optimizing the teaching evaluation,improve the teaching feedback;Advocate independent study,promote self-reflection;Make good use of learning resources,strengthen the value of education,so as to create a deep learning environment and expand the effect of deep learning.At the end of this paper,the second frame of the sixth lesson of the ninth grade of junior high school Ethics and Rule of Law is selected as an example to conduct deep learning teaching design,integrate teaching content,enrich teaching activities,optimize teaching evaluation,and finally carry out classroom practice to feedback classroom effect.