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1、AbstractIdeologicalandmoralcourse,itisforteenagersintheprocessofgrowinglifegoal,personalitytraits,socialattributesthataffecttheaspectsofimportantcourses,atanytimeneedtocontactthestudent'slifereality,combinedwithstudentsexperience,canachievethebesteducati
2、oneffect.Thejuniormiddleschoolstageisthestudentbodyandminddevelopmentimportantperiod,isalsothestudentthoughttheimportantstageofthematurityofthenaive.Atthisstage,however,theideologicalandmoralcourselimitationisverybig,mainperformanceintheclassroomtoexplai
3、ntoomuchtheoreticalknowledge;teachershadbeenignoringpracticesofthestudents.Thentheresultcouldnotmeettheobjectiverequirementofthestudentdevelopment.Atpresent,mainlythroughtotheteachingmaterials,teachingreferenceforteacherswithinthecourseofutilizationofres
4、ourcestocompletetheteachingtask,whileneglectingthescenesettingandcaseanalysisisnotreallypractical,whetheraccordwithstudents'realoriginalexperienceanticipation;Teacherexplainedontheideologicalandmoralcoursecontentaremany,buttheresultisoftenwastedeffort,ev
5、enthankless.Leadtomoralcharacterteachingeffectisnotobvious,cultivatestudentsaremorepassiverecipientsofmoralpersonalityanddependents.Inthispaper,throughtheobservationandpractice,understandthejuniormiddleschoolstudentsexperiencelevel,clearexperiencegapbetw
6、eenteachersandstudentsofteaching,findoutusingstudentsexperiencetosolvepracticalproblemsincurriculumreforminnovation,putsforwardtoapplystudentexperienceideologicalandmoralcurriculumresourcesdevelopmentofspecificmethods,throughclassreformandextra-curricula
7、ractivities,manifeststhestudentsexperiencetherealpracticalvalue,andletthestudentslearninpracticetounderstandthesociety,toparticipateinsocial,realizethevalueandmeaningoflife.Thefirstpart:themainisproposedtothequestion,theresearchpurposeandsignificance,res
8、earchstatusathomeandabroadandtheresearchmethodsandsoonareexplainedbriefly.Thesecondpart:thekeyofideologyandmoralcharacterdotointerprettheconnotationofcurriculumresourcesofmiddleschoolstudentsexperience,andinthestudyofDewey
