Reflection on the Teaching of Collective Power 1 This is my moral lesson. As a class teacher, moral education is a stage that I need to re-learn. For this text, I still study the text first and rely on it to play.
At the beginning of the class, I showed a question 54= 1. Q: That child is the cleverest and can solve this problem as soon as possible. As soon as the problem appeared, the children's interest came. In a hurry, 54 is the number of students in our class, which is not a difficult problem. The child speaks very well, 1 is a group, and 54 is an individual in each group. Other children say that the collective is made up of many individuals. This made me overjoyed, and the students summed it up well.
I followed the trend. In order to deepen the students' understanding of the collective, I asked: Who can come up with a formula to express the collective in this way? The children were enthusiastic and answered, 3= 1 (a family of three) 7= 1 (a family of six) 2000= 1 (a primary school in Luming Literature)1300 million = 1 (a China). The children are beautiful. What?
Then, in order to let the students feel the collective, I arranged the roll call-grouping-reading together: the power of the collective is great. Ask immediately: What did you find from the reading just now? "Many hands make light work" naturally comes from students' minds.
A small game, constantly let children express their feelings, children's desire for a class goes deep into their hearts, and every child recognizes the collective elements: more people, unity and cooperation. A good beginning is half the battle. A good moral lesson really plays a guiding role. Lunch on this day has been very quiet and the food is very orderly.
Reflections on the teaching of "great collective strength" II. Ideological and moral course is a moral education course with strong scientific, practical, interesting and ideological characteristics. The new curriculum proposes to give students more opportunities for independent activities, practical activities and personal experience, so as to enrich their direct experience and perceptual knowledge. Therefore, the design of this class takes "activities" as the core, and through a series of activities, it helps students understand that only unity and cooperation can give full play to the collective strength and initially cultivate students' collective concept.
First, participate in activities and experience for yourself.
1. The classroom under the new curriculum concept is no longer the stage for teachers. As important participants, students take part in curriculum activities with their own thoughts and interests, thus making classroom teaching present a wonderful and vivid classroom atmosphere. First of all, by listening to the song "Three Monks", I ask a question: Why don't the three monks have water to drink? Don't reveal the topic for the time being, leave a suspense. Then there is the activity "write, write big characters" game. The story of "five fingers contend" is interspersed with games, so that students can talk about their experiences. The purpose is to let students experience the importance of unity and cooperation and write it on the blackboard. Before the game, the teacher explained the principle and asked: What do you think after the game? In order to keep students from breaking the rules, please ask a classmate to play games with the teacher on stage, and emphasize that you can't use other fingers to help. Finally, please tell the students who participated in the game about their experiences. After learning that it is difficult for a single finger to complete the task, the students concluded that unity and cooperation are more powerful. Due to the constraints of rules, it is difficult for students to complete tasks, so they can highlight the theme of activities and understand the meaning of strength through strength.
2. Although the content of the four-class course is easy to understand, specific and clear, according to the lively and intuitive psychological characteristics of primary school students, if the teaching materials are supplemented by games and other forms, the teaching will be more vivid, the forms will be more diverse, the classroom atmosphere will be more vivid, students' interest will be higher, and teaching will naturally be more effective. In order to make students understand the meaning of "great collective power" correctly, enter the next game "One Point": three kinds of particles are mixed and separated according to their types. Group work, rational division of labor, cooperative classification. Although the form of the game is simple, the students are very involved and interested. After the intuitive performance of the game, students suddenly understand that the collective strength is great and a clear division of labor is very important. Write it on the blackboard again.
3. The new curriculum standard points out that the design of textbook content is not limited to classroom teaching activities, and the teaching content can extend from textbooks to students' whole living space, including meaningful topics for children's development in social life, and organically link the teaching content with the actual situation in the region; At the same time, pay attention to the new development and changes of society, enrich and enrich the course content in time, and enhance the reality and closeness of the course content. By combining the opening ceremony of the Beijing Olympic Games, the winning of Olympic athletes, the performance of Class One in Grade Three of our school and the performance of Class One in Jianqiao Primary School, the "Remembering a Memory" activity successfully guided students to understand that "collective strength is great". Here we closely follow the original question "Why don't three monks have water to drink" to find the answer and write it on the blackboard. Contact "5" later. 12 "Wenchuan earthquake, the example that people all over the country have the money to help people in the disaster areas rebuild their homes, as well as the foundation-laying photos of Shandong counterpart aid construction, the photos of Zibo counterpart aid construction, and the people in the disaster areas thank the Zibo stone tablet. , aroused the students' strong will to help others, and guided everyone to sum up "one party is in trouble, and all parties support it", and finally wrote it on the blackboard.
Second, interlocking and progressive.
Talk to the students first to draw out personal strength, knowing that personal strength can't complete the task. Through the video "Ant Moving Cookies", it is concluded that collective strength is great, and after guidance, many people are not necessarily strong. When the students realized that many hands make light work, the topic changed. They were thinking, "As long as there are many people, can the expected goal be achieved?" Introduce them to the Wenchuan earthquake, and let them know that sometimes they can seek help from large groups when they encounter difficulties with their own small groups. . The whole class is gradual and simple, and students learn easily and solidly. In the teaching of moral education activities, students are the masters of learning and the real participants. As the German educator Dostoevsky said, "The essence of teaching art lies not in the ability to teach, but in inspiration, call and encouragement". Creating an active classroom undoubtedly provides a hotbed for the growth and development of children's wisdom. Because of the "activity", our moral education class is more exciting!
Reflections on the Teaching of "Great Collective Power" 3 "Great Collective Power" is the content of Unit 3, Grade 4, Morality and Society published by Zhejiang Education Publishing House. This textbook arouses students' moral thinking with two seemingly contradictory stories: "Many people make great efforts" and "Many people don't necessarily make great efforts", and makes students realize the importance of collective strength, unity and cooperation.
(1) Hands-on practice and personal experience.
"Broken toothpicks" and "Clap your hands" games. Fold a toothpick first, then fold 20 toothpicks into a bundle, and then let the students talk about their experiences. The purpose is to make students realize that the more it is, the harder it is to break it, so that many hands make light work. Then, I further played the game of clapping. First, the teacher applauded, then a group of students applauded, and finally the whole class applauded together, once again emphasizing the truth that many hands make light work.
Before the game, the teacher explained the principle and asked: What do you think after the game? In order to prevent students from breaking the rules, teachers can participate in games. Let the students play this game after the teacher. First, fold one piece, and then tie it. It should be emphasized that they can only use their own hands when there is no other power. Finally, please tell the students who participated in the game about their experiences and the feeling of folding a piece. The experience after the students came is that the more the number, the more difficult it is to fold. The conclusion is that many hands make light work. Because of the constraints of rules, students are not easy to break a bundle, and the theme of the activity can also be highlighted, and the meaning of strength can be understood through strength.
(B) a deeper understanding of the source of life.
In the donation activities of Wenchuan earthquake, every student had personal experience. Therefore, when I designed this link, I took interviewing "love ambassadors" as a breakthrough to stimulate students' enthusiasm for participation and affirm their love. Then throw out "Do you know how much Jiexiu donated? What about Shanxi Province? What about the whole country? " Stimulate their desire to explore, and then give this set of data for students to observe and find that it is natural for students to realize that many hands make light work.
(three) into the story, high interest.
Stories "Carrying Fruits" and "Counting Fruits" When the students realized that many hands make light work, the dialogue changed. They wanted to know, "Is many hands make light work?" Introduce students into the story house to "transport fruit", and students are interested in it and actively participate in the discussion. With your words, I understand that many hands make light work, and Jixin has to work together with Qi Xin. Strike while the iron is hot, continue to make up stories, transport fruits to the forest club, help small animals count the number of fruits, and let students realize the importance of cooperation in the activities. Moreover, the activity is designed to combine static and dynamic activities, so that students can count the number of a pile of fruits. After all, relying on one person's strength is limited. At this time, it is suggested that students cooperate in groups. In the division of labor, students are required to discuss quietly and keep a secret, and then a competition is held to let the winning team talk about how they did it. Such activities fully arouse the enthusiasm of students, and the teaching difficulties of this course are solved in stories and activities.