Teaching content: We love neatness.

Teaching objectives:

1. Educate students to understand what neatness means and why people and the environment should be neat.

2. Cultivate students' good habit of neatness.

Teaching emphasis and difficulty: how to be neat in daily life and cultivate students' good habit of neatness.

Teaching hours: one class hour.

Preparation before class:

Teacher preparation: several slides about personal hygiene and environmental hygiene. Handkerchiefs, schoolbags, pencil cases, books, etc. (clean and unclean), and washbasin.

Students prepare: rags, handkerchiefs, safety scissors, etc.

Teaching process:

First, introduce the new course:

Teacher: The student is a sophomore, and many things don't need the help of parents. Can you tell us what you do after getting up every day? (Dress, button, wear shoes, wear a belt ...)

Many students are very capable and have learned to take care of their own affairs. Then you will tidy the room, clean the classroom and keep them clean and tidy? Today, we will learn the new text "We love cleanliness" to see what neatness means and how to do it.

Second, learn new lessons.

1, love a clean home.

Read the text together and understand the meaning of "neatness".

Let me see: Is this handkerchief clean? How's this? This schoolbag is not only dirty outside, but what about the books inside? We said: This schoolbag is not clean and tidy.

② Slide: The child's home is clean and tidy. We said: His house is very tidy.

⑵ Understand the meaning of "punctuality".

Do you know when it is in the morning? (It's just dawn)

What time do you get up every day? Who woke you up? Getting up at this fixed time every day is called getting up on time. Punctuality is a good habit.

⑶ Question: What do you do after getting up? How did you do it?

(4) Narrator: All these things we do revolve around personal hygiene. You see, the clothes worn by XX students are really neat, the hands and faces of XX students are really clean, and the hair (braids) of XX students are really neat ... they are really neat.

5] Besides good personal hygiene, who folded the quilt in your room? Who lays the pillows and sheets and dusts them? Who will clean the table? We should do our own thing. (Watch slides or videos)

① Assign students to retell their usual practices.

② Prominence: stacking, spreading, dusting and wiping. Performance: square, flat and spotless.

2. I like the cleanliness of the school.

Understand the contents of a clean school environment and the ways to keep it clean.

(1) What are the steps to clean the classroom?

⑵ Why do you want to open the window first, then sprinkle water, clean the blackboard, sweep the floor and clean the tables and chairs? What will happen if you don't do this? What if the steps are reversed? Why?

(3) Why should the teacher praise us? How to boast?

3. Physical and mental health, clean environment.

1. Why is it really happy to live in a clean and tidy environment?

2. How can we maintain such a beautiful environment for a long time? (Designate students to perform and operate on stage)

3. Summarize the contents of the class.

Third, feedback detection.

1 game.

Get dressed and tie your shoelaces in the competition. Please ask four students to take off their coats and untie their shoelaces to see who gets dressed and ties their shoelaces first.

2. think about the problem.

Tell me what neatness is. How are you doing?

Blackboard design:

Get up on time: get dressed and wash.

at home

Tidy up the room: fold it, spread it, dust it and clean it.

1 We love neatness.

Clean the classroom: open the window, sprinkle water and clean the blackboard.

Sweep the floor, clean tables and chairs

at school

Protect the campus environment: no littering, no trampling ...

B. Teaching plan suitable for preschool education and health education students and large class children.

Wang Juan preschool children's health education follows the basic spirit of "Guiding Outline of Kindergarten Education (Trial)" and is based on the teaching practice of preschool children's health education in preschool normal colleges and preschool normal schools. . . //./Share/

C. Teaching plan of "Learning with Bitterness" in health education

Teaching objectives:

Let students know that good dietary hygiene habits are closely related to nutrient absorption, physical growth and development, and disease prevention.

Develop good dietary hygiene habits from an early age to prevent "illness from entering the mouth" and ensure good health. Teaching aid preparation:

wall map

Key points and difficulties:

Let students know the meaning of good eating habits.

Pay attention to food hygiene in daily life, and develop and adhere to good food hygiene habits. Moral education infiltration:

Develop good dietary hygiene habits

Teaching process:

Firstly, the new curriculum is introduced by taking common gastrointestinal diseases such as abdominal pain, vomiting and diarrhea as examples.

Second, let the students compare two groups of healthy and unhealthy color pictures and analyze and think in real life. What diets do not meet the health requirements? Why? In the case of doubt and intuitive contrast, explain the meaning of the text: "Illness from the mouth" can be divided into two categories, one is bacterial infection and the other is non-infection. The latter situation is more complicated, which is mostly caused by irregular and uncontrolled diet, such as "gastrointestinal dysfunction syndrome" caused by overeating, alcoholism, partial eclipse, picky eaters and irregular ration of three meals a day. According to the requirements of this class, the "oral diseases" of both infectious and non-infectious bacteria are the topics of discussion:

D. How to use the brain scientifically in the teaching design of fifth-grade health education

How to use brain lesson plans scientifically

Academic goal

1, let students know the role of the brain.

2. Let students know how to use their brains scientifically and the problems that should be paid attention to.

Emphasis and difficulty in teaching

Let students know how to use their brains scientifically and the problems that should be paid attention to.

Preparation before class

wall map

screen sheet

teaching process

First, the introduction of new courses.

Teacher: What is the function of the brain?

Second, learn new lessons.

(1) Why should we use our brains scientifically?

Teacher: How do students use their brains scientifically? What problems should we pay attention to?

(2) How to use the brain scientifically, what should we pay attention to?

1, moderate brain use: if you don't use it for a long time, you will "rust" and use your brain too much. The effect is not good, but it is counterproductive.

2. Work and rest: arrange the study time reasonably.

3, work and rest: primary school students: 9- 10 hours, it is best to take a nap at noon.

4. Take part in sports: It is an active rest, which can regulate the brain and keep a good mood.

5, pay attention to nutrition: pay attention to reasonable nutrition collocation several misunderstandings: long-term satiety

E. Introduction to the author of Health Pedagogy

Editor-in-chief * * Heng, editor-in-chief * * * Heng

Edit (arranged by last name stroke)

Associate Professor and Deputy Director, Department of Pediatric Health, Fudan University, Wang Shumei

Associate Professor and Director, Department of Health Education, Shijiazhuang Third Military Medical University

Xing, former director professor of Suzhou Patriotic Health Campaign Office.

Lv Zizhi, former professor of Peking University Department of Health Education.

Associate Professor, WHO Cooperation Center for Urban Health Development, Qiao Lei

Professor Xia Yi, deputy director of population and family planning commission.

Liang, former director of the Department of Social Medicine of Sun Yat-sen University.

* * * Professor Heng Fudan University, former head of health education department.

Gong Youlong, former director of the Department of Social Medicine, Fudan University

Professor Cheng, Dean of School of Public Health, Tongji Medical College, Huazhong University of Science and Technology

Professor, Department of Health Economics, Fudan University, Cheng Xiaoming

Hua Fu, Professor of Department of Preventive Medicine, Fudan University.

* * * Heng Male,1935/kloc-0 was born in Minqing County, Fujian Province in June, and/kloc-0 graduated from Shanghai First Medical College in June, 957 (later renamed Shanghai Medical University and merged with Fudan University). After graduation, he stayed in school to teach and engage in epidemiological teaching and scientific research.

From 65438 to 0986, patriotic health campaign committee and the Ministry of Health entrusted Shanghai Medical University to set up a new major-Health Education. The author participated in the preparatory work and served as the director and professor of the teaching and research section. 1987 March-1988 September as a visiting scholar to visit the American Health Foundation, the Center for Health Promotion and Development of the University of Texas, and the University of California, Los Angeles (UCLA). 1996 was invited by the Victoria Health Promotion Foundation of Australia and sent by the Ministry of Health to visit Australia for 3 months. He used to be the vice-president of China Health Education Association, the vice-president of Shanghai Health Education Association, the member of the STD expert advisory committee of the Ministry of Health, the deputy editor-in-chief and the standing editorial board of China Health Education magazine.

Editor-in-chief of the textbook "Health Pedagogy in Medical Colleges", the textbook "Health Pedagogy in National Higher Education Self-taught Examination" and the tutoring textbook. Mainly translated "Health Promotion Planning and Design", "Health Research Methodology" and other 10 Yu Ben textbooks and teaching reference books. He edited and directed three teaching films, including Frontier Health and Quarantine. Published more than 50 scientific papers. Selected in the World Who's Who of Cambridge University, England-outstanding figures in the 20th century. Enjoy the special allowance issued by the State Council.

F. "On the way to school" teaching plan for health education activities in middle schools

First, the teaching objectives:

1, Emotion, Attitude and Values Goals

Can actively participate in activities, initially form a sense of self-protection and safety, cherish life.

2. Ability objectives

Be able to collect information related to the theme through various channels; Learn to communicate with people in the process of investigation and interview, try to record information, and turn information into action and experience in experience activities; Be able to analyze the problems on the way to school in depth and cultivate people's ability to ask and solve problems.

3. Knowledge objectives

Understand the safety hazards on the way to school, remember the common traffic signs and safety warning signs, understand the common sense of traffic safety, and master the traffic rules related to yourself; Learn basic preventive skills.

Second, the teaching preparation:

1, courseware (school songs, three ways to go to school, can I say no)

2, stick figure (traffic lights, bridges, intersections, parks, small department stores, etc. ).

Third, the teaching process:

(1) say it.

1, sing Song of Learning. Today, the teacher brought a nice song to the children. Let's sing it together.

2. Do you like this song? Yes, it's all for our children to go to school. So, how do you go to school every day?

3. After summarizing, three conclusions are drawn: (The courseware shows three close-up pictures on the way to school)

Some children go to school on foot, some ride bicycles or electric cars, some take buses or by their parents.

(2) Draw a picture

1, where do you live, son? Is it far from school? (of students' answers)

2. Where do you go from home to school?

3. Stick a stick figure on the blackboard randomly according to the students' answers (traffic lights, small department stores, bridges, intersections, etc. )

4. Who can come up and play on the swing? Please give a brief introduction.

5. Teacher: We are all familiar with the route from home to school. Can you draw these? You can draw according to the picture or the way you like. If it is too difficult to draw, or you can't draw, use words to express it! ) See who observes carefully and draws clearly.

(3) Make a comment.

1. Four-person exchange drawing route map.

2. Communicate in groups, and choose the best students to report and show on stage.

(4) discuss it.

1, transition: The children in Class One (1) are great, and the road map from home to school will be drawn soon. So have you seen the following situations on your way to school?

2. Courseware demonstration: "I can say' no'

3. If you were nearby, what would you do? what do you think? (of students' answers)

Have you ever done such a thing?

5. Teacher's summary (adverse consequences after playing on the way to school):

(1) Playing cards and beating ants on the way to school will make us late and affect our mood for class all day.

(2) Eating food from food stalls will affect your health.

(3) Playing lottery games and buying small toys will waste money and affect learning.

Blackboard: No playing on the way to school. (read together)