1. Teaching expectation should be reasonable. Teaching expectation is the basic concept of teachers' learning effect on students. First, the teaching expectation of thinking class should closely follow the moral education theme of "emotion, attitude and values" to adapt to students' cognitive level. Second, the teaching expectation should conform to the age characteristics and psychological characteristics of students. Thirdly, teaching expectation should be in line with students' recent development fields. Therefore, teachers need to grasp the basic points of teaching when designing teaching.
2. The teaching content should be carefully selected. Textbooks are the main basis for choosing teaching content, but they are not the same as teaching content. Therefore, teachers should choose the teaching content from the teaching materials from the perspective of the subject values of ideological education and students' learning needs, and carry out appropriate information processing to implement effective teaching within limited teaching time.
3. Optimize the teaching structure. To optimize the teaching structure, several factors should be considered comprehensively: first, the characteristics of the subject and the teaching concept of the subject; Second, the characteristics of teaching materials and students; The third is to reflect the characteristics and objectives of class hours, in which students are the most active and core factor. Optimizing teaching structure is of great significance to conform to students' learning motivation, learning order and learning methods, and to embody teaching design and strategies.
4. The generation of presupposition should be considered. Classroom teaching is the unity of pre-class presupposition and classroom generation, and the connection between them lies in students. Students' clothing is the protagonist of the classroom stage. Only when students are active can the classroom be full of vitality. Instructional design should be flexible design, taking into account the preset planning and the variability of generation. If the teaching plan is the teacher's pre-class design, then the classroom is the teacher's on-site design. With this secondary design, the classroom is scientific and scientific.
Second, to implement effective teaching of thinking class, we should pay attention to students' activities and highlight "life"
In teaching practice, we should pay attention to the activities and exploration of each unit in the textbook while doing a good job in teaching conventional knowledge. We must organize activity teaching according to local conditions. At the same time, we can combine the specific teaching practice, use the materials and ecological resources around us, and carry out exploration and activities in a timely manner. Here, we should have a correct and comprehensive understanding of the exploration of thinking class activities under the new curriculum standard. As far as my teaching experience is concerned, I have the following experiences:
1. The purpose of carrying out inquiry activities is to fully tap life materials, let students explain some experiences, ask some questions and walk into the classroom with questions. This will arouse students' interest and enthusiasm in learning political lessons, thus avoiding the embarrassing phenomenon that teachers were in high spirits on the podium and students were sleepy in their seats in the past.
2. The inquiry activity of thinking class is a process of students' exploration alone, not a process of teachers' cramming. Student service is not a passive acceptance state, but a new teacher-student relationship based on democracy, equality and cooperation. This requires us not only to return the class time to the students, but also to give them enough time to use their brains, be tempted, be emotional, start work and communicate on an equal footing. Encourage students to be bold and innovative, and make political lessons a platform for students' life and practice. For example, in the teaching practice, I once carried out an experience activity with the theme of "Experience the life of the blind, care for the life of the disabled, and establish a strong will" in the seventh grade, and held a debate contest on "Morality and Law" in the eighth grade, asking the whole class to participate and move, and the students who entered the preparatory stage helped to make suggestions and suggestions, which received objective results.
There are various activities in the process of thinking. Situational teaching can be carried out through news investigation, mock trial and debate. In the activity, we can create a scene or atmosphere suitable for the teaching content, guide students to experience emotions, and help students understand the teaching content quickly and accurately. People's consciousness, emotions and thinking are all influenced by their environment. As the main body of classroom teaching, students are no exception. We teachers can use appropriate language, objects, pictures, music and so on. Render the classroom atmosphere, create a learning situation that meets the teaching requirements, and let students participate, feel, understand and experience in an immersive way, thus further enhancing their interest and improving their effectiveness.
Classroom is not only the main channel for students to learn, but also one of the ways for students to live. Classroom teaching should implement the principle of life, create specific life situations, and let our students carry out inquiry learning and activities in the study of ideological and moral lessons, experience the way of life, and finally achieve the goal of guiding students' life.