Teaching design and case analysis of the new curriculum of ideological and moral character in junior high school
Examination outline (including review outline)
First, the learning requirements:
According to the actual situation and needs of the learning object of this course, the requirements for mastering the learning content of this course are divided into three levels: understanding, comprehension and application, and their meanings are as follows:
1, understanding and understanding-clearly understand and understand the connotation of knowledge and understand the relationship between related knowledge. Such as understanding the basic concepts and ideas of this course, as well as the connections and differences (or similarities and differences) between related knowledge.
2. Comprehension-not only should we know and understand the relevant knowledge of this course and the relationship between them, but also understand its significance on this basis, and then have some experience. For example, correctly understand the knowledge and relationship of this course, and understand its essential significance and practical value.
3. Application-On the basis of understanding, cognition and understanding, analyze and explain the related problems in teaching design and teaching cases by using the knowledge learned and the correctly understood viewpoints, and put forward corresponding countermeasures.
Second, the basic assessment requirements:
1, understand the general principles of teaching design of ideological and moral courses, and understand the nature, status and role of ideological and moral courses. Understand the teaching rules of ideological and moral courses; Understand the teaching design principles and basic teaching strategies of ideological and moral courses; Can use the teaching design principles and basic teaching strategies of ideological and moral courses to analyze and explain teaching cases.
2. Understand the significance of the implementation of the new ideological and moral curriculum and the basic content of the new curriculum standards, and understand the nature, general objectives and classification objectives of the new curriculum; Understand the overall framework of the new textbook.
3. Understand the psychological characteristics, cognitive development level and learning status of junior middle school students; Understand several common teaching methods and teaching organization forms of ideological and moral courses; Understand the basic idea of student-centered design teaching and the integrity and operability requirements of teaching objectives; Be able to correctly design specific teaching objectives according to the requirements of integrity, and use appropriate behavioral verbs to express them according to the requirements of operability; Be able to design classroom teaching plans (one for each grade 7 ~ 9) in full accordance with the requirements of the new curriculum standards of ideology and morality.
4. Through the analysis of different teaching cases, we can understand the basic ideas of the new curriculum of "Ideological and Moral Character", such as the basic ideas of "adhering to the correct ideological orientation, connecting with real life, guiding autonomous learning, paying attention to emotional experience and moral practice" and "promoting students' sustainable development"; And use the basic ideas and viewpoints of the new curriculum to analyze and explain teaching cases (one from grade seven to grade nine).
5. Understand the significance of the development and utilization of curriculum resources in ideological and moral teaching, and understand the basic meaning, classification and characteristics of curriculum resources; Understand the principles that should be followed in the development and utilization of curriculum resources; Can use all kinds of curriculum resources to design different teaching processes.
Third, the scope and content of the examination:
1, general principles of teaching design of ideological and moral courses:
The Significance of Teaching Design of Ideological and Moral Course (1)
(2) Ways and means of moral education in schools.
(3) The nature, position and function of the ideological and moral course.
(4) the formation and development of ideology and morality
(5) the law of human cognition
(6) Teaching principles of ideological and moral course
(7) Principles of teaching design of ideological and moral courses.
(8) Basic strategies of ideological and moral education.
(9) Basic teaching links of ideological and moral course
2. The nature and structure of the new ideological and moral curriculum in junior high school.
(1) the significance of implementing the new ideological and moral curriculum
(2) The basic content of the new curriculum standard of ideology and morality.
(3) the nature of the new curriculum of "ideology and morality"
(4) the characteristics of the new curriculum of "ideology and morality"
(5) the overall goal and sub-goal of the new ideological and moral curriculum.
(6) The overall structure of the new textbook (People's Education Press)
3, the planning of the new curriculum classroom teaching activities
(1) Personality and psychological characteristics of junior high school students
(2) Cognitive characteristics of junior middle school students
(3) the integrity and operability of teaching objectives
(4) Basic teaching methods of ideological and moral courses in junior middle schools.
(5) the teaching form of ideological and moral course in junior middle school.
(6) Teachers' leading role and students' subjectivity
4. Case analysis of new curriculum teaching.
(1) Requirements for correct ideological direction
(2) Contact with the actual requirements of life
(3) the requirements of guiding students' autonomous learning.
(4) Pay attention to students' emotional experience and moral practice.
(5) the requirement of promoting students' sustainable development
5. Development and utilization of ideological and moral curriculum resources.
(1) the significance of curriculum resources to the implementation of the new ideological and moral curriculum
(2) the meaning and classification of curriculum resources
(3) the characteristics of ideological and moral curriculum resources
(4) Principles and approaches of developing and utilizing curriculum resources.
Attachment: review outline and case analysis of the teaching design of the new ideological and moral curriculum in junior high school
First, the basic concept:
1, teaching design handout of ideological and moral course P 1
2, middle school ideological and political character course nature handout P 1
3, ideological and moral formation and development law P2 handout
4. P3 handout on the Law of Human Understanding
5, "Ideological and Moral Teaching Method" P2 handout
6, ideological and moral teaching design principles P2 handout
7.P2 handout "Starting from the reality of students"
8.P3 Basic Teaching Strategies for Ideological and Moral Courses
9. P6 handout of basic teaching link of ideological and moral course
10, P2. Teaching materials for inspiring teaching principles.
1 1, the nature of the course "Ideology and Morality" P 10 handout
12, "Ideological and Moral Cultivation" general goal handout P 13
13 basic objectives of ideological and moral course, handout P 13
14, national conditions education P 14 handout
15, the theme of ideological and moral education
16, P 1 1 lecture notes on ideological and moral education.
17, handout of humanities, ideology and morality course P 1 1
18, practical P 1 1 ideological and moral course handout
19, comprehensive P 12 ideological and moral course handouts
20. Teaching objective P2 1 handout
2 1, complete teaching objective P22 handout
22.P32 Teaching objectives operability handout
23, teaching methods P23 handout
24, discussion teaching P24 handout
25, talk teaching handout P25
26, problem teaching handout P26
27, teaching design optimization principle handout P26
28, the leading role and subjectivity of teaching handout P30
29. Question introduction P3 1 handout
30.P35 handouts based on the "ideological and moral" new curriculum construction
3 1, the basic principles of the new curriculum "Ideology and Morality"
32, emotion, attitude, values goal P 13 handout
33. Self-study P33 "Four Products"
34.P38 research study handout
35, cooperative learning P39 "four products"
36. Social surveys
37. Teacher-student interaction
38. Moral practice
39, teaching multiple evaluation P56-57 handout
40, course resources P48 handouts
4 1, P50 ideological and moral course handout resources
42, school curriculum resources P48 handouts
43. Activity-based curriculum resources P49 class notes
44, invisible course resources P49 handouts
45. Lecture notes on diversity of curriculum resources P49
46, student resources P53 handouts
47, curriculum resources development and utilization of targeted principles P5 1 handout
48, the significance of ideological and moral curriculum resources development and utilization of handout P48
Second, short answer questions:
1. What is the relationship between the teaching of ideological, political and moral courses and school moral education in middle school education? P 1 handout
2. Why do you say that the nature of ideological and moral courses determines the teaching design of ideological and moral courses? P2 handout
3. What's the difference between ideological and moral courses in middle schools and other cultural courses? P 1 handout
4. Why do you say that the law of ideological and moral formation and development determines the law of ideological and moral teaching? P2 handout
5. What is the basis for the success of ideological and moral teaching? P4 handout
6. What is the relationship between teaching strategies and teaching design of ideological and moral courses? PP4 handout
7. What is the core link of ideological and moral teaching? P6 handout
8. Why should we implement the new "Ideological and Moral Curriculum Standards"? P9 handout
9. What are the characteristics of the new course "Ideology and Morality"? P 1 1 handout
10. What is the significance of changing the name of "Ideological and Political Course" in junior high school to "Ideological and Moral Course"? P 10 handout
1 1. What's the difference between ideological and moral lessons and history and social lessons? P 10- 1 1 handout
12. What are the basic principles of the new course "Ideology and Morality"?
13, the basis of the new curriculum construction of "ideology and morality"? P35 handout
14, three dimensions of the structure of ideological and moral teaching materials? P 14 handout
15. Briefly describe the core ideas of "Ideological and Moral" teaching in all grades. P 15- 17 handout
16. Briefly describe the logical structure of the teaching content of the new ideological and moral course.
17. How to draw up specific teaching objectives in ideological and moral classroom teaching? P2 1-22 handout
18. what is the basis for choosing teaching methods in the implementation of the new curriculum? P23-24 handout
19, talk about the requirements of classroom problem design. P67-69 Sipin
20. Briefly describe the methods of creating teaching scenarios in P3 classroom teaching.
2 1. How to improve the efficiency of discussion class? Introduction to P 138
22. Briefly describe the role of organizing classroom debates in classroom teaching? P28 handout
23. What does the three-dimensional goal of the new ideological and moral curriculum mean? What are the priority objectives? P22 handout
24. What aspects does junior high school students "gradually expand their lives" include?
25. What is the position of teachers in the process of students' autonomous learning? How to play its role? P36 Sipin P37 Class Notes
26. How should you control the timing of group cooperative learning?
27. What do teachers need to do before organizing students to conduct social investigation activities?
28. How should ideological and moral teachers improve their psychological teaching skills and counseling techniques?
29. What are the characteristics of ideological and moral curriculum resources? P49 handout
30. What is the significance of the development and utilization of ideological and moral curriculum resources? P47-48 handout
3 1. What basic principles should be followed in the development and utilization of ideological and moral curriculum resources? P50-5 1 handout
32. How should ideological and moral courses create practical resources? P52 handout
33. What are the basic ways to develop and utilize ideological and moral curriculum resources? P5 1-52 handout
34, the basic method of curriculum resources development and utilization? P5 1 handout
35. How to adhere to the correct ideological orientation in the development and utilization of ideological and moral curriculum resources? P53 handout
36. How to adhere to the principle of openness in the development and utilization of curriculum resources in the teaching design of ideological and moral courses? P5 1 handout
Third, identify the problem:
1. In the teaching design of ideological and moral course, "course standard" determines everything. P4 handout
2. The use of teaching methods should serve the implementation of teaching methods. P8 handout
3. Realizing moral "cognitive achievement" is the fundamental purpose of ideological and moral course teaching design. P7 handout
4. The purpose of designing students' "experience" link in ideological and moral teaching is to examine students' learning level. P6 handout
5. Changing "learning textbooks" into "using textbooks" means taking textbooks as the fundamental basis for teaching design.
6. The cultivation of teenagers' ideological morality plays a fundamental role in the construction of spiritual civilization in the whole society.
7. Understanding the national conditions is the ultimate goal of the ideological and moral course. P 14 handout
8. When we talk about "humanity" in the ideological and moral class, we should pay attention to the healthy development of students' personality. P 1 1 handout
9. The purpose of offering ideological and moral courses in junior middle schools is to enable students to master more theoretical knowledge of ideological and moral education.
10, the teaching method is indoctrination, which is not suitable for the new curriculum teaching of ideology and morality. P26 handout
1 1. The more teaching methods, the better the teaching effect. P24 handout
12. In inquiry teaching, teachers are the organizers, guides and promoters of students' learning.
13, the ideological and moral course can stimulate the enthusiasm of students to participate in classroom teaching activities, which is effective.
14, the student is not a blank piece of paper splashed with ink by the teacher at will. P35 handout
15, the new curriculum requires that teaching activities should be carried out according to curriculum standards and students' reality, and teaching materials should be abandoned. P 1 Sipin
16, when students really become the masters of learning, learning is not only to acquire knowledge, but also to become the carrier of students' all-round development.
17. In the teaching design of ideological and moral courses, the ability of teachers determines the degree of development and utilization of curriculum resources. P53 handout
18, the ideological and moral course itself has the function of moral education, so there is no guiding problem in the use of curriculum resources. P53 handout
Fourth, the argument topic:
1. Ideological and moral course is the main way of moral education in junior middle school. P 1 handout
2. "Students' reality" is the objective basis for the teaching design of ideological and moral courses. P2 1-22 handout
3. Grasping the teaching rules of ideological and moral course is the premise of correctly implementing the teaching principles of ideological and moral course.
4. A dynamic ideological and moral course must create thinking opportunities for students. P 100- 10 1 handout
5. Ideological and moral teaching is the external condition for students' moral reflection. P2 handout
6. In the teaching of "Ideological and Moral Cultivation", educators should not choose values instead of the educated.
7. Moral practice can greatly enhance the effectiveness and pertinence of ideological and moral education. P4 1 handout
8. Knowing students is the first condition for the success of ideological and moral teaching. P 19 handout
9. Discussion and dialogue are the most basic teaching methods of ideological and moral lessons in junior middle schools. P24-25 handout
10, cultivating students' problem consciousness is of great significance for improving the teaching effect of ideological and moral courses.
1 1, "ideological" is the "soul" of ideological and moral lessons. P33 handout
12, ideological and moral teaching should "pay attention to social life from the perspective of students". P35 handout
13, the interest of ideological and moral classroom teaching should be coordinated with classroom rules. P28-29 handout
14, the teaching evaluation of ideological and moral course aims at promoting students' all-round development. P57 handout
15, teachers' personality charm often affects the effectiveness of ideological and moral teaching.
16, the biggest curriculum resource of ideological and moral course is the students themselves. P53 handout
17. Without the best curriculum resources, there is no best ideological and moral teaching. P48 handout
18, the practical resources of ideological and moral courses have special teaching significance. P50 handout
Five, teaching case analysis questions:
1, case:
Prepare a tug-of-war, and invite the strongest boy in the class to perform a tug-of-war with three ordinary girls in the classroom as soon as class begins. (Q) Why can girls win? Student A: Many hands make light work.
(Teacher) After six ordinary boys are divided into two groups and tug-of-war,
(q) Why are there winners and losers? The students answered: the quality of cooperation, the quality of mind and the quality of organization.
(Speaking) We call a group of people who are distracted, poorly organized and poorly coordinated ... "Mob"; And call a United, well-organized and well-coordinated group? -Student (Qi) A: Collective!
……
Try to analyze: What kind of teaching design idea does this case reflect? What are the advantages and disadvantages? P 103- 104 four products
2. Case:
One minute before class, ask a student to play a video game on the platform (the whole class is displayed on the big screen). By the end of the game, the bell had been ringing for about a minute.
No matter how the bell rings, please ask another student to continue playing on the podium, and the game will be over in two minutes.
(Ask the class one after another) Will you continue to play? Just play all morning, okay? If it is not exciting enough, will the loser pay for the winner?
(If a student says "bad", ask again) Why not? Isn't it good to play video games? ..... (Students speak) ...
(Speaking) Yes, some games themselves are "bad temptations", such as gambling; Some games are not bad in themselves, but people go too far and become "bad temptations". Life is more of a "bad temptation" of "turning a blind eye".
(q) Please tell me what other similar "bad temptations" you have experienced. ..... (Students speak) ...
(q) What are the hazards of these seemingly harmless phenomena? ..... (Students speak) ...
(q) What should I do? ..... (Students speak) ...
(Write it on the blackboard) ...... (Students tell a way to refuse bad temptation, and the teacher writes one).
(Talking while reading) .......................................................................................................................................................................... 2、……; 3、……; 4、……。
(summary). P2 Handout Page 98
Analysis: What is the biggest feature of the teaching design of this course? What principles are embodied in the teaching design of ideological and moral courses?
3. Case:
When learning to be the master of emotions, the teacher designed such an activity:
Ask students to design a cartoon that can reflect the theme of emotional change, and give the cartoon a good title and make up a story. The story should explain the reasons for the hero's emotional changes, give him ideas and help him get rid of bad emotions.
Analysis: Do you think it is reasonable to design teaching activities in this way? Why?
4. Case:
Debate whether the advantages of middle school students playing video games outweigh the disadvantages or the disadvantages outweigh the advantages.
Students are divided into two groups, positive and negative. Under the auspices of the teacher, they had a heated debate on the debate, and the teacher summed it up appropriately. Debate process (omitted)
Show the students of the social investigation group, show the results of social investigation, reveal the internal relationship between video game addiction and illegal crime, and show the investigation process with DV.
Ask students to talk about the harm of middle school students' addiction to video games in combination with their own life experiences.
Play the clips of CCTV focus interview "Desperate Internet Cafe" to deepen students' understanding of the dangers of indulging in video games.
The theme discusses how to refuse the bad temptation of game consoles.
Students discuss in groups and discuss how to refuse the bad temptation of game machines from the perspectives of students, schools, parents and society. The students who participated in the extracurricular survey introduced the social survey on the acceptance of online games by teenagers in local internet cafes, and showed the process of the survey with DV or photos.
Analysis: What are the advantages and disadvantages of class activity design?
5. Case:
The new lesson will introduce the video Guanyin with a Thousand Hands (CCTV Spring Festival Evening Edition).
Do you know the girl who leads the dance in Guanyin with a Thousand Hands? Let's walk into the life stage of Tai Lihua, the lead dancer of Guanyin with a Thousand Hands.
It shows that at the age of two, Tai Lihua was deaf because of high fever and streptomycin injection. What impressed her most after school was a special course here-rhythm class; /Kloc-At the age of 0/5, Tai Lihua was selected to study dance in China Disabled Art Troupe; 17 years old, she made up her mind to go to college; 1994 was admitted to the department of decoration and design of Hubei Academy of Fine Arts and became a college student. Today, Tai Lihua is the pillar of China Disabled Art Troupe.
What does Tai Lihua's life experience give us?
Through Tai Lihua's life experience, we can guide students to treat setbacks correctly, establish a correct attitude towards setbacks, and understand that taking a challenging attitude in the face of setbacks can not only overcome setbacks, but also increase knowledge, develop ability and become a successful person. This leads to a new lesson, "Be calm in the face of setbacks". )
Analysis: the method of importing this lesson and the principle of importing design. P30-3 1 handout
6. Case:
Teaching objectives (the first volume of the eighth grade of People's Education Edition-"I Know My Home")
Emotional attitude and values goal: through teaching, cultivate students' feelings of loving their families and parents, guide students to inherit the fine traditions of their families, learn the excellent qualities of their families, and enhance their sense of responsibility and pride in their families.
Ability goal: through teaching and activities, improve students' ability to understand and analyze their own families, and cultivate students' ability to feel and carry forward good family style, learn and inherit excellent family qualities.
Knowledge goal: Through teaching, students can further understand the meaning of family, the characteristics of family and the establishment of family relationship, the relationship between children and parents is not dispensable, and the characteristics of parents and the excellent quality of family members.
Analysis: What are the characteristics of drawing up the teaching objectives of this course? Combined with the teaching objectives of this class, this paper discusses how to draw up the teaching objectives of this class. P2 1 handout
7. Case:
The teaching design of understanding world culture is as follows:
① Activity preparation: Teachers should provide relevant background information, such as related websites, reference suggestions and teaching objectives.
② Determine the research topic: Students choose a nation or country they are interested in and collect information through various channels, either individuals or groups.
③ Collecting and sorting out materials: Students will integrate the relevant materials they have found, compile handwritten newspapers and show their achievements. Students who have the ability and conditions can also make PowerPoint courseware or web pages, insert pictures, movies or sounds, and comprehensively introduce relevant cultures.
(4) Compilation: The teacher bound all the handwritten newspapers into volumes and compiled the Collection of World Cultures. When compiling the Collection of World Cultures, we can design the introduction on the relevant pages and arrange it in a certain logical order, so as to make it a collection with aesthetic value, practical value and commemorative significance.
⑤ In-class communication: organize the communication of students' works in class, so that as many students as possible have the opportunity to show their talents. As a kind of classroom material, the World Culture Collection can be circulated among students at ordinary times to share the joy of learning and experience the joy of success.
Analysis: What kind of teaching methods are used in this course? What are the basic requirements for adopting this teaching method? P24 handout
8. Case:
When the teacher talks about "fun", it begins like this:
(Teacher) What changes have taken place in your life from elementary school to junior high school?
There are more subjects to learn; Every day, the courses are full, and riding a bicycle for more than ten miles every day is very tiring. The teacher is very strict with us.
(Teacher) So, do you feel that "my life has become tasteless"? (Lyrics)
(health) no.
(Teacher) Why?
After intense study, we can also engage in some meaningful things that we like.
What do you like to do?
(Students) Play football, write calligraphy, draw pictures, play basketball and grow flowers. ...
Students' spare time life is really colorful, which shows that our life is full of interest everywhere, and our life is still very tasteful. Today, we will taste life together.
Analysis: What are the advantages of "chatting" into the class? P25 handout
9. Case:
In the sweet background music "Dance of Youth", the students were lost in thought: How should we spend our youth? Soon, some began to write seriously. Looking at their confident faces, I was proud of my careful design. The first student asked to speak and talked about his youth ideal, which I affirmed in time. Then, more students stood up and talked about their ideas, and the atmosphere became very active. At this moment, I noticed a girl in the first row. She quietly raised her hand, but soon put it down again, and then whispered something to her deskmate. Based on past experience, I know she must have something to say. I walked over to her and made a sincere invitation gesture. "Teacher, you always let us talk about our ideas. Why don't you talk about your own youth experience? "
Analysis: If you encounter a situation similar to that described in the case, how should you handle it properly?
10, case:
In the teaching of "I have an appointment with youth", a link designed by the teacher is called "youth palette", which requires students to describe their youth in one color. The following are some descriptions of students:
Health A: Youth is red, full of enthusiasm and vitality. To quote a lyric from ChristianRandPhillips: I am like a fire in that winter, and the blazing flame burns me.
Health B: Youth is blue. Youth flying ideals is like flying pigeons in the blue sky. We have too many blue dreams.
Health C: Youth is green, and green is the essence of life. It symbolizes that youth has exuberant vitality and is pregnant with exuberant vitality.
D: Youth is white. It is so white and flawless, just like a blank sheet of paper, on which we can draw the blueprint of life.
Analysis: Please write two more articles. P39 handout
1 1, case:
This is a teaching clip of "the world is wonderful because of life": a group of students dressed in portraits of rice, grass, birds, snakes, rats, insects, eagles, frogs, lions, antelopes, wolves and people are playing games happily, and teachers are also enjoying it. A red thread is passed around in their hands, weaving a "life net" according to their own understanding. When these "life nets" were held above their heads, the students realized that every life is just a knot in the world, and life is closely related to life. When one of the knots disappears, "the grass withers."
Analysis: Please comment on the significance of arranging this game activity. What problems should be paid attention to in organizing classroom game activities? P29 handout
12, case:
A teacher introduced the content of honesty and trustworthiness like this: "When your life is fatally threatened, you must give up two thirds to save your life. Which one do you only choose to keep? What is the reason? "
Student 1: I choose money, and money is good.
Student 2: I want money too. How can I live without it?
Student 3: Beauty is good, too. Who wants to be ugly?
Student 4: (Q) What do you choose, teacher? Does it still count that you promised us an outing last time? (The teacher looks a little embarrassed)
Analysis: What problems do teachers have in setting up teaching situations? P 104 four products
13, case:
At the beginning of the class, the teacher said that he would do an experiment: let three boys and girls cover their eyes with black cloth and plug their ears with cotton at the same time, and sit quietly in their seats for three minutes. Other students will silently read the textbook content "All men are created equal". Then, let go of the eyes and ears of the three students and let them talk about the feelings of these three minutes. According to the feelings of these three students, teachers guide students to pay attention to, understand and respect the disadvantaged groups and treat others equally.
Analysis: What are the advantages of this case design? What are the characteristics of ideological and moral courses? P 1 1 handout P42 handout
14, case:
When designing the honest lesson plan, the teacher chose to tell the students the story of the king and the seed, and showed the students the news photos of the "Nanjing Guanshengyuan Mooncake" incident.
Analysis: (1) What ideological and moral course resources have teachers used in teaching design? P50 handout
(2) In order to teach this lesson well, what other ideological and moral curriculum resources can be developed and utilized? P50 handout
15, case:
When designing the "nip in the bud" teaching, the teacher carefully selected cases from the students' reality, organized students to carry out participatory group inquiry activities, and asked students to perform a sketch with different roles to arouse students' interest.
Analysis: (1) What problems have teachers solved in the development and utilization of curriculum resources in the above teaching design?
(2) From the teaching design of this course, what factors play the most important role in the development and utilization of curriculum resources? What does this mean? P49-53 handout
16, case:
In environmental education, the teacher specially took the students to visit a local river with serious pollution and a cultural square with good sanitation.
Analysis: (1) What kind of content did teachers develop into curriculum resources when designing the above-mentioned teaching? P50 handout
(2) What does it inspire you?
References:
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