The curriculum standard of Morality and Society points out that "children's morality and sociality come from their understanding, experience and perception of life". Pay attention to guiding students to start from their own world, observe, experience and feel the society with various senses, and get a true feeling of the world. Design teaching activities should grasp the core of the course and pay attention to the development of students. Teaching is a complex activity, which requires teachers to make careful plans before class, which is the premise of teaching. Teaching presupposition is an important guarantee for teachers to play an organizational leadership role. To some extent, what kind of teaching design there is, what kind of classroom teaching behavior there is. Classroom teaching design includes teaching objectives, teaching emphases and difficulties, teaching strategies, teaching media and many other factors. "If children have no desire, all our thoughts, plans and ideas will be reduced to ashes and become mummies." Therefore, the choice of teaching strategies should be based on and serve students. According to the different characteristics of students, the teaching process is designed to enable students to develop at different levels. Students are the masters of learning, and designing teaching activities with students as the main body is to stand from the perspective of students and start from the perspective of student development. In the process of learning knowledge, students are no longer passively accepting new knowledge, nor are they passively learning and accepting knowledge from teachers. In learning, middle school students should play the main role, so that students can actively learn and construct teaching knowledge. Let students experience, feel and experience in well-designed teaching activities, not only gain knowledge and find a suitable learning method, but also experience the success of learning, enjoy the happiness of learning, form a good learning quality, and lay the foundation for students' lifelong growth. Designing teaching activities with students as the main body requires teachers to carefully analyze teaching materials and students' situation and determine teaching objectives. Carefully design student-centered teaching activities, and strive to find activities that students like, happen around them, and are closely related to what they have learned to help students learn. The curriculum standard of Morality and Society clearly points out: "Children are the main body of learning, and students' moral formation and social development are realized through their interaction with the outside world in various activities. "This requires our teachers to fully embody the people-oriented thinking in moral and social teaching, that is, to highlight people's autonomy, initiative and creativity. We should put the focus of teaching entirely on students, pay attention to mobilizing students' enthusiasm for participating in teaching activities, and teach students the ability of autonomous learning. Let me talk about how teachers design student-centered teaching activities in the teaching of moral and social courses. First, take students as the main body, guide students to learn independently, and advocate the learning method of "discussing problems and learning to cooperate". In order to make the teaching of moral and social courses truly become a learning process of students' active learning and independent exploration, our teachers should change the previous teaching-oriented form in the teaching of moral and social courses, advocate students to discuss with practical problems and cooperate in groups, so that students can experience it personally and feel the fun of "cooperative learning". In the teaching of moral and social courses, I organize students to discuss actively, actively and effectively. Students can freely combine and choose the form of questioning, so that every student can participate in the classroom, thinking is jumping, and students' subjectivity is fully exerted. For example, I designed a teaching activity in the lesson "We live here" in this way. Teacher: What influence does the environment have on the northern and southern dwellings? After class, we carried out a research activity. Students choose a topic from the aspects of clothing, food, housing, transportation, language and habits in the life of northern and southern dwellings to investigate and study, understand the differences between northern and southern dwellings, and explore the influence of regional environment on dwellings. Let's ask each of our expert groups to report your research results to you. Slide: Activity suggestion: 1. Each research group sends a small expert representative to report the research results loudly. 2. Listening students should actively participate and think positively. 3. Applause and cheer for the expert group that has seriously investigated and studied. Student: Report in groups. Let's look at the students' research results. They conducted group cooperative research on the roof, interior, windows and walls of the house respectively. In the process of activities, students' subjectivity has been fully brought into play. Second, take students as the main body, create problem situations and stimulate cognitive interest. "Play" is a child's nature. Suhomlinski once pointed out: "If teachers don't try to make students feel high, excited and eager to impart knowledge, mental work without emotion will bring fatigue. Without exultation and interest in learning, learning will become a burden. " Pupils like to play games, creating game situations that are closely related to students' knowledge background and are of interest to students, arousing students' subjective consciousness, allowing students to independently mobilize existing knowledge, experience and strategies to experience and understand knowledge, activating students' thinking and triggering students' independent inquiry. For example, in the lesson "Let's make progress together", the teacher designed such a small game. The little game "Tell me about the beauty of your other half". (1) Teacher: Some beauty can be seen by everyone, while others need to be experienced with heart. How can I appreciate the beauty of my partner with my heart? Let's play a little game. Activity requirements: ① Please invite a group of good friends to participate in the activity with you. (2) First, put the chairs in a circle on the ground. Students sit in chairs, one plays drums, and the other runs behind them with a bunch of flowers. As soon as the drums stop, whoever puts the flowers behind him will say that his companions are "beautiful". (2) Students talk about their findings. Let the students feel through a small game: "As long as you find it with your heart, you will be amazed-my partners are all great!" In the process of teaching, teachers lead students to play skillfully and wonderfully, not for the sake of playing, but to make students doubt, let students doubt, eliminate doubts, acquire knowledge and stimulate students' interest in autonomous learning. Third, take students as the main body, open the teaching process and provide students with space for practical activities. Knowledge comes from life and is applied to life and production. Therefore, in teaching, we should set out from students' reality, arrange some practical topics, guide students to participate in inquiry activities, and closely link knowledge with life practice. Teaching is a bilateral activity, and the purpose of teachers' teaching is to improve students' quality. Therefore, it is particularly important to design teaching activities with students as the main body. Every student expects himself to succeed, to feel the power of his wisdom and to experience the joy of success. Only in this way can we fully mobilize students' initiative and enthusiasm, really give full play to students' main role, and effectively implement quality education.