Problem description:
Can everyone help me?
Our class will hold a class meeting with the theme of cultivating education. This class meeting is very important. I am the host. I hope you can help me and tell me what the combination of class meeting and formative education is.
Analysis:
Practice and Thinking of Cultivating Education
According to the basic requirements of Junior High School Ideological and Moral Curriculum Standard and the age characteristics of children, formative education should be an important part of junior high school ideological and moral course teaching. Therefore, in the teaching of thinking in the lower grades, the author thinks that the most important thing is to do a good job in the cultivation education of "teaching by example", that is, to learn each lesson well, so that students can understand a truth from it and develop a good behavior, thus gradually forming habits and internalizing them into quality. Below, the author talks about his own practice and thinking on how to carry out the cultivation education of "words and deeds" in the teaching of thinking classes in lower grades.
First, read the text and learn "What do you say?"
Children in lower grades have simple thinking, poor knowledge and strong plasticity. Their understanding and mastery of moral concepts are at an intuitive and concrete level; Their moral feelings have strong intuition and are related to specific moral images; Most of their moral behaviors are realized at the request of teachers or by imitating teachers. The lower-grade texts pay attention to these characteristics, focusing on pictures and illustrations, and put the cultivation education of "words and deeds" in vivid and vivid concrete images in a simple way. The children in the lower grades have poor reading and writing skills. In teaching, teachers should make full use of intuitive and vivid teaching materials and flexible teaching methods to induce a sense of * * *, help students understand pictures and texts, and seriously study the standardized "words and deeds" in the text.
Generally speaking, the text of the lower grade thinking class is very short, even only one or two sentences. What should I do? My experience is: make the important links of the text into catchy nursery rhymes to guide reading and memory. You can also let the truth enter students' minds through vivid images by discussing, asking questions, telling stories, playing recordings and performing slides. For example, in the lesson of "Take care of desks and chairs", the teacher first lets the students watch the fairy tale movie "Whispering between desks and chairs". Students heard the sincere language of desks and chairs, saw colorful pictures, and then read the text repeatedly under the guidance of the teacher: "desks and chairs, come and study with me every day." Don't get dirty or damaged, we love tables and chairs. " In this way, students have a deeper understanding that desks and chairs are public property and good partners to accompany their studies, so they should be taken care of. When students understand the truth in class, they can sit in a chair and dangle their legs without scribbling on the desktop after class. Another example is teaching "learn manners". Teachers and students sing "polite songs" to open the topic, show slides to learn children's songs, and focus on guiding polite learning: "Hello! Goodbye! " And organize students to perform in class to practice.
One to four volumes of Sipin textbooks are color offset printing. These vivid and interesting cartoon images can easily arouse students' desire to learn. Therefore, it is an effective way to strengthen the cultivation education by using vivid illustrations to let students imitate and learn the words and deeds of the characters in the picture. For example, when teaching the third volume "Respect for the Elders", let the students look at the pictures carefully and talk about what Xiaohua said to his elders after getting up in the morning. What do you say and do when you eat fruit and watch TV? Educate students to learn Xiaohua's "words and deeds" of respecting elders. Another example is teaching the lesson of "maintaining order during recess". The illustration of this lesson is a two-page full picture, which consists of four small pictures of children playing with slides, jumping long ropes, playing with eagles to catch chickens and patting balls. In order to give full play to the guiding role of this picture in students' speech and action during recess activities, drawing can be used in teaching. First, paste the base map with the school gate, playground, trees and slides, and then paste four pictures of children playing with slides, jumping long ropes, playing with eagles to catch chickens and patting balls in turn, so as to guide students to observe and understand the pictures one by one in combination with the text. In this way, students' understanding has been improved in the concrete image and they understand the truth. After class, students can have good "words and deeds" when playing games such as skipping rope, throwing sandbags, patting the ball and catching chickens, so as to maintain order and rules and be considerate of others.
Second, create situations and train "words and deeds"
Moral emotion is people's likes and dislikes of things, and it is an inner experience accompanied by the emergence and development of moral knowledge, which plays a huge role in regulating and promoting moral behavior. Creating situations in teaching can not only arouse students' emotional resonance, but also combine what they have learned with their own words and deeds to carry out formative imitation exercises.
Audio-visual education setting environment. The application of audio-visual means can give full play to their audio-visual skills, reproduce some artistic conception in students' life, and thus train their words and deeds in artistic conception. For example, when teaching the first volume of "We Love the National Flag", after students know the national flag, they will play a video of all teachers and students holding a flag-raising ceremony on the playground, asking students to pay attention to their every move. Then play the video again and let the class raise the national flag together. At this moment, students can stand at attention and salute the national flag like teachers, big brothers and big sisters in the video. Some students also proudly sang the national anthem, showing their patriotic feelings to the fullest.
Set the scene for the performance. Let students perform in class, not only to enliven the classroom atmosphere, but more importantly, to stimulate students' moral feelings, improve students' moral understanding, and let what they have learned be put into practice in the operation performance. As mentioned in Don't Disturb Others, when teaching exercise 1 the first picture, I ask students to close their eyes first. As I described, I imagined that people were taking a nap in a familiar residential area. At this time, two students pretended to be the students in the picture and suddenly cried. The whole class was surprised because they didn't know the inside story, and then some students raised their hands: "Teacher, what they did was so outrageous that the residents couldn't sleep well." So what should we do? After the students felt it, I divided the class into several groups and practiced "Dad is watching the news broadcast program …" and "When I walk into the teacher's office …" in different roles. All students can whisper and walk quietly: quietly, without interruption.
Imitate the picture and set the environment. Pupils like to imitate and are good at imitating. Therefore, the effect of training students' words and deeds by imitating text illustrations is obvious in teaching. If I teach the lesson "Be warm and polite to people", I will let the students take turns to practice on the stage according to the pictures. What should I say and do when I borrow something from others? What should I do if I touch someone else's things? What should I do if I knock someone down while playing football? What if someone apologizes? In this way, the still picture moved and became a small program. In this way, students can see, hear and learn, which will strengthen the cultivation of good words and deeds.
Third, guide practice and standardize "words and deeds"
Moral behavior practice is a bridge between students' knowledge and practice, and it is also an extension and expansion of ideological and moral teaching. It is very important for deepening moral understanding and improving behavior ability, and it can better achieve the unity of knowledge and action.
Combined with classroom teaching, teachers should pay attention to guiding students to carry out extracurricular practical activities, so as to standardize students' words and deeds in daily study and life, consolidate teaching effects and gradually form habits.
1. Contact the central work of school and class education, guide practice and standardize words and deeds. For example, we respect teachers and hold a class meeting with the theme of "Ode to Teacher's Day" in connection with Teacher's Day, calling on students to show their love to teachers. For another example, after teaching the texts such as "observing classroom discipline", "listening carefully in class", "speaking actively" and "doing homework seriously", students are required to strictly implement the school's code of conduct for students' study in class and achieve "one standard", that is, stand at attention, be loud and clear, and reach the standard of Putonghua; "two consistences", that is, the class ceremony is uniform and the sitting posture is consistent; "three neatness", that is, textbooks and pencil boxes are neatly placed, and hands and books are neatly placed when reading; "Three Ones", that is, when reading and writing, the hand is one inch away from the pen tip, the chest is punched from the table, and the eyes are one foot away from the book.
2. Contact social activities, guide practice and standardize words and deeds. For example, the city called on the people of the whole city to take action and offer love to the people in the disaster area. Teachers can mobilize students to save pocket money, give children in disaster areas a book, a pen and a schoolbag, and carry out hand-in-hand and heart-to-heart activities after earnestly teaching "I still have others in my heart".
3. Contact family education, guide practice and standardize words and deeds. For example, after teaching "do your own thing", put forward several specific basic requirements for self-care: dressing, washing your face and feet, tying your shoelaces, washing your handkerchief and socks, making your own bed, folding the quilt and so on. In the class, competitions are held regularly to wash handkerchiefs, tie shoelaces and fold clothes, and small labor experts evaluate them to cultivate students' self-care ability.