The new curriculum standard emphasizes the activity of "morality and life" and points out: "The presentation of this course is mainly theme activities, games and other practical activities that children directly participate in." The course objectives are mainly achieved through various teaching activities under the guidance of teachers. Activities are the common intermediary between teaching and learning. This requires teachers to organize children to participate in activities, use their hands and brains, experience feelings in activities, and realize the transfer of knowledge and the internalization of ability. Then, as a moral education teacher, how can we really play our leading role and make the "activity class" lively and effective? This is a problem worthy of our serious consideration and exploration. Below, I will talk about my understanding of this problem in combination with my own teaching practice.

First, make clear the significance of carrying out moral education activity classes.

The traditional teaching mode of moral education is mainly based on the teacher's preaching and indoctrination, and students passively accept it without emotional experience. This kind of teaching is boring, and students are not interested in moral lessons. The new curriculum standard defines the curriculum nature of morality as "an activity comprehensive curriculum based on children's life, aiming at cultivating children who are willing to explore life, love life and have good morality". After the new curriculum reform, the ideological and moral course has become more and more lively, paying more attention to ideological, humanistic and practical. It focuses on improving students' understanding and application ability, practical ability and cooperative inquiry ability, and realizes knowledge transfer and ability internalization through activities. Activities are the intermediary between teaching and learning and the effective carrier of moral education. Teaching practice has proved that students like activity class very much, because it is close to students, reality and life. It not only deepens the teaching content, improves students' initiative, enthusiasm and creativity, but also improves students' knowledge level, practical ability and ideological and moral quality to varying degrees. Therefore, from the design, selection and implementation of activities, we must pursue practical results.

Second, be fully prepared before class.

1, determine the theme and objectives. The determination of the theme comes from the needs of society and children's growth, mainly considering the following aspects: first, the educational content determined according to the requirements of society for the quality of talents, such as: carrying out the theme activity of "learning from Lei Feng" and carrying out patriotic education activities in conjunction with the National Day; Secondly, according to the common problems that students encounter in their physical and mental development, such as my advantages and disadvantages, how to communicate between boys and girls, etc. Third, according to the common problems that students in this class need to solve most, such as: ethos problems, emotional problems and so on. The fourth is to carry out educational activities in combination with local theme activities and value orientation, such as: carrying out educational practice activities of "stressing civilization, cultivating new styles and eliminating bad habits" in combination with the "double innovation" activities in the county. After the theme of education is determined, we should determine the educational goal, which plays a guiding and focusing role in educational activities. The formulation of goals should be concrete, feasible and practical, in line with students' cognitive level, psychological endurance and growth needs, and should not be empty and divorced from reality.

2, in-depth learning activities, carefully designed forms and processes. Grasping the content of the activity and designing the process are the key links in the preparation work. When preparing lessons, we should thoroughly study the teaching materials, fully understand the students' reality, deeply analyze the three-dimensional objectives of the course, and consider how to achieve the objectives. Teachers should consider various factors when preparing lessons, such as collecting various materials as an aid, arranging students to do some preparatory work before class, foreseeing obstacles to achieving goals and ways to overcome them. The determination of the form of activities mainly considers the following three aspects: first, the form serves the content and should be educational; Second, it conforms to the age characteristics of students; Third, it can attract students' attention and arouse their enthusiasm for participation. The specific forms of activities mainly include: games, sitcom short films, watching TV short films or cartoons, visiting, role-playing, telling stories or stories, discussing, and living practice. The activity process can be summarized into three stages: the first stage is to create a learning situation and trigger the experience comprehension stage. The second stage is the stage of sharing and value guidance. The third stage is the stage of guiding behavior practice. That is, when students participate in activities, they first feel and have passion in the created situation, then judge and recognize things on the basis of feelings, and form a certain value orientation through the guidance of teachers, and finally turn the generated cognition into action and internalize it into quality. In short, it is the process of students' perception, cognition and internalization of moral quality in activities.

3. Teaching AIDS and courseware needed for environmental design and preparation. Activity class teaching is different from the traditional mode in which teachers stand above and students sit below and listen, but there should be full interaction. According to the activity content, combined with the actual internal and external environmental conditions of the school, carefully select and design the activity environment. Environmental design should serve the educational theme. Environmental design includes indoor space design, outdoor activity site design and place route design for participating in social practice activities. If it is done indoors, the layout of the blackboard should be designed to set off the atmosphere and highlight the theme. To design the way for students to participate in activities, there should be room for activities, such as sitting in different formations, being divided into different groups and playing different roles. If activities are carried out in outdoor environment such as campus, it is necessary to plan the venue, prepare the required equipment and coordinate and arrange cooperation personnel. If you go to a certain place to participate in social practice activities, you must determine the location, plan the route, coordinate the cooperation personnel and do a good job in security. In addition, we should also prepare the necessary related materials and multimedia courseware for the activity class.

4. Write the preparation before class as a lesson plan. The lesson plan includes: the topic, goal, method, preparation, process, reflection and effect evaluation of the activity class.

Third, give full play to the leading role of teachers and the main role of students.

In the teaching process, the leading role of teachers and the main role of students are complementary. The teaching of activity class not only emphasizes teachers' unilateral teaching and students' unilateral learning, but also relies on students' independent activities to achieve teaching objectives through teachers' inspiration and induction. Only when teachers take the lead, students take the initiative, and there is positive interaction between teachers and students can teaching learn from each other, otherwise, no matter what form of activity class can be carried out well. The course of ideological and moral activities is practical. Curriculum resources are generally based on students' real life and social practice, and are related to the changes around students, involving life education, study education, mental health education, behavior habit education, national conditions education and other vital interests and social issues closely related to students, and have a distinct flavor of the times. Teachers should play a leading role in activities, improve their command and presiding ability, and enhance their sense of coordination and service. Fully understand and respect students, create a safe, fair and relaxed activity environment, stimulate students to take the initiative to participate in activities without worries, give full play to their subjective initiative, and ensure the healthy and orderly development of activities.

Fourth, carefully design and choose appropriate teaching activities.

There are various forms of activity classes, including knowledge contests, debates, symposiums, lectures, simulation performances, case studies, current affairs reviews, visits and surveys, social practice and so on. These diverse and lively forms have their own characteristics and advantages. If used properly, it can greatly stimulate students' interest, arouse their sense of participation, broaden their horizons, and exercise and improve their abilities. Form is determined by content. Form should serve content, be practical and be effectively combined with content. Therefore, in the specific operation, we should consider the actual situation of each class and choose different teaching activities according to the teaching content and the characteristics of students. For example, in the teaching of "being a responsible little citizen", in order to make students feel, be clear about their responsibilities and dare to take responsibility, we choose to visit the environmental pollution and traffic congestion around the school first, so that students can personally feel the harm brought by these problems, discuss them, point out the social problems found, and write a suggestion to the relevant departments on a problem you care about, and discuss and exchange what we can do to be a responsible little citizen. According to the needs of the content, the choice of form can be one, several, or one with other forms. In short, it is best to maximize the effect of teaching activities.

Fifth, pay attention to the evaluation of the effect of the activity. The formation of students' moral quality is a long-term process, which cannot be generated immediately in a class. Teachers should pay attention to after-class evaluation and follow-up. Instruct students to turn the knowledge gained in class into extracurricular behavior practice, and constantly feedback and adjust in practice. Understand the actual effect of mastering the theme activities by visiting surveys, soliciting opinions, issuing questionnaires and statistics. Teachers should communicate with students after class and fully understand their ideological trends and behavior habits. Once students are found to have deviations in understanding and behavior, they can be guided and corrected in time. When necessary, they need to use appropriate behavior training and external reinforcement to promote the formation of their good moral quality and truly achieve the purpose of educating people.