叙事教学法以故事教学法为基础但超越了它对故事和事例的简单运用，它指的是教师在课堂教学中运用一个或者一类故事、事件或者事实贯穿教学过程的始终并将其作为授课内容的主线，教师所讲述的叙事资源中蕴含着教学内容和理论知识，学生在参与、体验这个叙事“剧本”的过程中获得新知的一种教学方法。叙事教学法在初中道德与法治课教学中的运用相比其他教学方法在初中道德与法治课教学中的运用更具丰富意义承载性，同时，叙事教学法在初中道德与法治课教学中的运用相比叙事教学法在其他学段思想政治课教学中的运用更有学段适宜性。基于以上两个优势，特此展开这一研究。

首先，本文基于国内外现有的关于叙事教学法的研究，从对比分析叙事教学和故事教学的角度入手清晰界定叙事教学法的概念，阐明叙事教学法在初中道德与法治课教学中的运用是有叙事学理论和认知心理学叙事性思维理论这两大理论做支撑的。同时，采用对比分析的方法，通过对比叙事教学与其他教学方法以及叙事教学在初中学段道德与法治课与其在其他学段思想政治课教学中的运用情况，总结出叙事教学法在初中道德与法治课教学中运用的独特优势。

其次，为了了解叙事教学法在初中道德与法治课教学中运用的现状，通过采用问卷调查和访谈相结合的方式，共选取北京市172名初中道德与法治课教师展开问卷调查和访谈工作。通过数据分析发现叙事教学法在初中道德与法治课教学中存在的问题，主要表现在叙事选材质量不高且不平衡、叙事方式单一、叙事过程重视呈现忽视重构、叙事教学后的反思工作欠缺四个方面。基于现存的问题，分别从教师、学生以及叙事教学法本身三个层面入手探究背后的原因。

再次，根据叙事教学法在初中道德与法治课教学中的实际运用情况以及产生问题的原因，借鉴已有的运用叙事教学法的教学经验，阐述在叙事教学课堂不同环节中合理运用叙事教学法的策略。主要表现在叙事教学前的设计准备策略、叙事教学时的呈现重构策略以及叙事教学后的反思总结策略。

最后，以八年级下册第二单元《理解权利义务》的单元活动课为依托，结合在道德与法治课教学中运用叙事教学法的策略，设计和开展以“权利义务微小说叙事”为主题的叙事教学并进行课例分析，叙事教学后，通过收集这堂课学生对叙事教学方式和教学效果的反馈，教师进行总结反思。总之，本文在现有相关研究的基础上，探究了叙事教学法在初中学段道德与法治课教学中运用的独特优势并丰富了叙事教学法在初中道德与法治课教学中运用的教学案例。

Narrative teaching method is based on the story teaching method but goes beyond the simple use of stories and examples. It refers to the method that teachers use a story or a class of events or facts throughout the teaching process and take them as the main line of teaching content. According to this teaching method, the narrative resources narrated by the teacher contain teaching content and theoretical knowledge, and the students gain new knowledge by participating in and experiencing the narrative "script".Comparison with other instructional approaches, the use of narrative instruction methodology for moral instruction in middle school students makes sense and carries more weight. Based on the above two advantages, this study is hereby carried out.

First of all, based on existing researches on narrative teaching method at home and abroad, this paper clearly defines the concept of narrative teaching method from the perspective of comparative analysis of narrative teaching and story teaching, and clarifies that the use of narration approach in moral instruction of law in junior high school is supported by narrativism theory and cognitive psychology narrative theory. At the same time, by using the method of comparative analysis, by comparing narrative teaching with other teaching methods and the application of narrative teaching in the moral and rule of law course and in the ideological and political course teaching of other classes in the middle school, the thesis summarizes the unique advantages of narrative teaching in the moral and rule of law course teaching of junior high school. 

Secondly, in order to understand the application state of narration teaching approach in moral and legal teaching middle schools, a total of 172 moral and legal teachers of junior high school was carried out on the basis of a questionnaire and interview in Beijing by means of a combination of a questionnaire and an interview. Based on the data analysis, we discover that there are some issues in the narrative teaching method in the moral and legal education in junior middle schools. The main manifestations are as follows: low quality and imbalance of narrative materials, single narrative method, emphasis on presentation and neglect of reconstruction of narrative process, and lack of reflection after narrative teaching. Based on the existing problems, the reasons behind the narrative teaching method are explored from the three aspects of teachers, students and narrative teaching itself. 

Thirdly, in accordance with the actual application of narration teaching approach in moral and legal teaching high school and the causes of the problems, this paper draws on the existing teaching experience in the use of narrative teaching techniques, and this paper discusses the tactics of using narrative teaching in a reasonable way various parts of the narration instruction class. It is mainly manifested in the design preparation strategy before narrative teaching, the presentation and reconstruction strategy during narrative teaching and the reflection and summary strategy after narrative teaching. 

Finally, based on the unit activity lesson "Understanding Rights and Obligations", Unit 2 of Volume 2 of Grade 8, combined with the strategy of using narrative teaching method in the teaching of moral and rule of law, this paper designs and carries out the narrative teaching themed "Micro narrative of rights and obligations" and analyzes the lesson examples. After the narrative teaching, through collecting the feedback of students in this class on the narrative teaching method and teaching effect, The teacher summarizes and reflects on the teaching. In short, on the basis of existing relevant research, this article discusses the special superiority of narrative approach in the teaching of morality and law of middle and high school. More importantly, this paper enrichies the narration teaching examples methodology in high school morality law curriculum.