How to apply current affairs to the life of junior high school thinking class

The traditional teaching mode of quality thinking is mainly preaching and indoctrination, which is divorced from students' real life, blindly pursuing the teaching of existing theoretical knowledge and ignoring students' real life needs. Mr. Tao Xingzhi once said: "We firmly believe that life is the center of education, and education can only become real education through life." Therefore, building a life-oriented classroom has become the goal pursued by the current thinking classroom teaching.

Life-oriented thinking class means that teachers combine the contents of textbooks and inject life content according to local conditions in the teaching process, so that teaching can return to the student world, life world and real world. Let students observe nature, know society, experience life and learn to be a man while studying theory, so as to improve the meaning and value of life in thinking class. In teaching practice, there are many ways to realize life in Sipin classroom, and using current affairs is one of the common ways. Current events refer to contemporary events, especially recent major events at home and abroad. Current affairs education is an important supplement to the teaching content of the four courses. In daily teaching, current affairs education and ideological education can be organically combined, which is not only conducive to the study of current affairs, but also promotes the study of ideological education. How to effectively use current events to reflect the life in Sipin classroom? You can recruit people from the following three aspects.

First, the application of current affairs in the teaching process.

Current affairs education can be introduced in the stage of ideological education introduction, new course teaching and consolidation exercise.

First, use current affairs as the guiding material for classroom teaching. Suhomlinski, a great educator in the former Soviet Union, said that "all mental work depends on interest". How to open a conversation, how to create a good situation for teachers and how to bring students to a new class directly affect students' interest in learning the whole class. To stimulate students' interest in learning and fully mobilize their enthusiasm and initiative in class, the best way is to activate the new curriculum and guide life from the daily life that students are interested in. Opening with fresh current affairs topics can often create a good classroom atmosphere. Current affairs materials are novel, interesting, true and extensive, which are more suitable for classroom teaching. Teachers should choose relevant current affairs materials according to what they have learned in this lesson, explain current affairs by showing questions, discussing and answering, and lead to new lessons. The introduction of current events can make students mentally and intellectually prepared for learning, make students enter a good learning state, stimulate students' interest in learning, stimulate their learning motivation and concentrate on learning new content.

Second, use current events to explain knowledge points. Integrating theory with practice is the life of thinking class. Thinking class is theoretical, and some contents are slightly abstruse. If the teacher simply expounds the theory, it is not easy for students to master the knowledge, and it will also leave students with the impression that the ideological class is boring. If current affairs materials are used properly, they can arouse students' interest and stimulate their enthusiasm for learning. Secondly, we can use realistic and vivid current events to prove the correctness of textbook knowledge and help students to strengthen their understanding of knowledge, so as to master knowledge and exercise their ability.

Third, use current affairs practice to consolidate the knowledge learned in class. Learning knowledge requires not only memorization, understanding, but also application. Homework should not only have the function of consolidation and inspection, but also have the function of deepening and improving, experiencing and developing. In the consolidation stage of practice, we can use current affairs materials to design problems, so that students can analyze and solve current affairs problems with what they have learned. This can not only examine students' mastery of what they have learned, but also deepen their understanding of knowledge and exercise their abilities. At the same time, they can also be educated on current affairs to deepen their knowledge and understanding of current affairs.

Second, the application of current affairs in life teaching content

To a great extent, there are some shortcomings in the textbook, such as rigid content, outdated examples and backward views, which are difficult to meet the needs of students' development under the new situation. This requires teachers to creatively use teaching materials, change the outdated traditional practice centered on teaching materials, connect social hot issues with students' real life in ideological and moral classroom teaching, choose topics that students care about, and help students understand and master the requirements and norms of social life.

In teaching practice, the author mobilizes students to explore social hot news, allowing students to collect and discuss on their own, and gain knowledge, experience emotions and experience learning fun in active exploration. For example, when the author talks about the content of "Safeguarding Consumers' Rights and Interests" in Lesson 8, Volume 2 of Grade 8, students are required to collect social hot news about operators' actions against consumers' interests through various channels before class, such as poison capsules, lean meat, gutter oil, black cotton and other events. In the classroom, students exchange ideas with each other and have heated discussions. Through activities such as scene reappearance and viewpoint debate, they deeply realize that they should enhance their judgment and choice ability in consumption activities. Will compare and identify among numerous commodity information, not blindly follow other consumers, so as to fully exercise consumers' rights and choose appropriate and reasonable consumption behavior.

Because the teaching content comes from students' real life, in this way, in classroom teaching, students not only better understand the basic theoretical knowledge of textbooks, but more importantly, feel the necessity of learning and the fun of exploration, which blocks the ability of practical application.

Third, the application of current affairs teaching method in daily life

There are rules in teaching, but there are no fixed rules. The poverty and singleness of traditional teaching methods make the ideological and moral course, which should have the richest content, the most wonderful explanation, the most practical and the most thoughtful, become rigid, boring and boring. Therefore, in life-oriented ideological and moral teaching, teachers should avoid empty preaching, but use various flexible and interesting means to carry out teaching activities in the form that students like. Let's take current affairs broadcasting as an example to understand the life of teaching method.

In daily teaching, current affairs broadcasting is a common form of current affairs education. Through lectures, students can collect and sort out news materials and express news, thus cultivating students' ability of analysis, sorting and expression, prompting students to look into the broad social stage from the narrow space of themselves and their families, and letting them pay attention to and experience the changes in the world and feel the pulse of the times.

After students choose news, they need to complete the whole process of current affairs broadcasting through language expression. This process should not simply let students watch the news, because it can only help students understand the current international and domestic events, but can not give full play to the function of current affairs broadcasting and cultivate students' ability. Students should pay attention to the following aspects in the process of telling news:

First, don't "read" the news broadcast, but "speak". In the face of a complete news, students should broadcast it within the specified time, which requires students not to read the whole article, but to process and sort out the whole news in advance so as to make the news clear in short and effective language. In this way, students' ability to collect, sort out and summarize information is cultivated, and they are more impressed by the news they tell.

Second, news broadcast should not be satisfied with "talking", but should pay more attention to "thinking". Current affairs broadcasting should not only let students know about current affairs, but also guide them to think and cultivate their correct values. Therefore, after students tell the news, they should also be asked to express their feelings about the news. Through this step, we can guide students to deeply understand the truth contained in this news, cultivate students' ability to understand and adapt to society, cultivate students' good qualities of caring for society, the country and mankind, and establish a correct outlook on life and values.

Third, news broadcast should be told not only by students, but also by teachers. Students are limited by their own ability level, and sometimes they can't understand the news accurately, and the content they tell may be insufficient. This requires teachers to explain and comment in time. On the one hand, teachers can point out students' shortcomings or mistakes, on the other hand, they can improve all students' understanding of this news and correctly guide students' emotions, attitudes and values.