"Ecological Experience Teaching" refers to "educators" as "guides" and "educatees" as "experiencers", and the guides themselves are experiencers. It links knowledge learning with the life meaning of the experiencer, and from the survival practice of perceptual life individuals, it highlights the practical, enjoyable and reflective expression of education.
The core of the new curriculum standard of ideology and morality is that teachers and students explore knowledge, cultivate life and grow together through activities such as experience, dialogue and interaction in a dynamic mechanism. Teachers and students learn to develop harmoniously with people, nature, society and the world through interactive learning and lifelong learning, so as to find themselves and shape perfect personality. It can be said that the ecological experiential teaching is just in line with the standards and concepts of junior high school ideological and moral courses, and it is worth trying.
Below, I will take the introduction of Titanic in the second lesson of Unit 1, Grade 9, Taking the Responsibility of Caring for the Collective as an example to talk about the feelings of introducing ecological experiential teaching into ideological and moral courses.
"Ecological experience education" includes three practical links: creating experience field+open dialogue+reflective expression and promotion. That is, through life, we can experience activities and life experiences, guide students to have an open dialogue, tell the on-site feelings of experience activities, and open up students' different feelings under the triple ecology; Constantly stimulate students' desire for moral learning, mobilize off-site resources for reflective dialogue, and let students enter the moral realm of "experiential thinking" in the process of exploration and independent perception.
The first link: create an experience field.
Creating an experience field and creating a good experience atmosphere is the key to let the experiencer enter the experience realm smoothly. Without the creation of experience field, open dialogue lacks atmosphere, and the experiencer does not tell his true feelings. The scene I created is that you are on a Titanic sailing in the ocean. Unfortunately, the ship hit the rocks and will sink in 15 minutes, but the lifeboats are limited and only a small number of people can be rescued. Who should I save?
Activity purpose:
In the activity, students realize the essential factors for building a collective: effective leadership, unified rules, unity and cooperation among members, and the sense of responsibility and dedication of collective members. Learn to care about the collective and others.
Activity name:
Titanic
Proposed rule:
The class is divided into four groups, each group has 10 people, and each person experiences one of the roles according to the rules.
1. A ship sailing on the ocean, Titanic, unfortunately hit the rocks.
It will sink in 15 minutes. There are 10 people on board.
But the only lifeboat can only carry four people.
4. Which four people should get on the lifeboat?
Please rank the following 10 people.
6.No. 1 should be rescued first, followed by No.2 ... 10 should be considered last.
7. The personal selection order is placed in the personal order column, and the individual has 5 minutes.
8. Put the grouping order in the column of grouping order. Group discussion time 10 minute, and the group must agree.
Adjust the ambient atmosphere:
Guide the students into the situation: On a stormy night, there is a vast sea as far as the eye can see, and the waves are sky-high (the flash of the ship struggling in the storm+the sound of the thunderstorm storm+the countdown display on the screen). A ship sailing on the ocean, Titanic, unfortunately hit the rocks, and it will sink in 15 minutes. There are 10 people on board, including you (students close their eyes and shake their bodies from side to side), but the only lifeboat can only carry four people. Which four people should get on the lifeboat? It is set that as long as you get on the lifeboat, you will definitely survive, and those who don't get on it will definitely sink with the ship. )
Implementation activities:
Step 1: Students don't know which role they are, so they can choose who should be rescued as a bystander for the first time: Please rank the following people 10, that is, 1 0 was rescued first, followed by No.2, and 10 was considered last. Put the personal choice order in the column of personal preference, and the individual has 2 minutes. (Don't discuss, think for yourself)
Step 2: Students randomly select small pieces of paper with roles written on them. After determining which role it is, they begin to choose who should be rescued for the second time. The order of personal choice is placed in the column of personal choice, and individuals have 3 minutes. (Don't discuss, think for yourself)
Step 3: Group by role and discuss in groups. Everyone should pay attention to other people's speeches, tell their own ideas to the group members, and persuade other group members to agree with their choices. Group discussion time 10 minute.
Step 4: Each group decides that the rescuer should go to the designated position of the lifeboat (there are tables and chairs around, leaving 1 small entrance), and the opinions of the groups must be unified.
Step 5: The teacher announced that the time was up and the ship sank. All the students who were rescued expressed their gratitude to those who were not rescued.