-On the comprehensiveness of the course "Morality and Society"

Abstract: Primary school morality and society is a comprehensive course. Although social comprehensive course is still a new field of curriculum research in China, it has become one of the core courses of basic education abroad and has formed some basic guiding principles. The purpose of "Morality and Society" course is to improve the civic quality of teenagers. At present, the main topics of this course are: research on the nature and orientation of the course, research on the construction of comprehensive content, research on the development of demonstration teaching materials and research on open teaching activities.

Keywords: curriculum, comprehensive curriculum, morality, society

Primary school curriculum is mainly comprehensive curriculum, which is one of the breakthrough points of this curriculum reform plan. Due to the short implementation time of comprehensive curriculum teaching in China, the research accumulation is relatively weak, and the pace of curriculum reform is accelerating, the research results in this area are far from competent for curriculum development, textbook updating and teacher education. Therefore, relying on the declared and approved "Tenth Five-Year Plan" national key project, we carried out experimental research on moral and social curriculum in primary schools. We believe that this kind of research meets the needs of promoting the curriculum reform of basic education in China, and is helpful to promote the development of diversified teaching materials and comprehensive curriculum theory in China.

A general understanding of related courses

The course "Morality and Society" offered in grade 3 ~ 6 of primary school is a comprehensive course of social studies. Social comprehensive curriculum is still a new field of curriculum research in China. Social studies emphasizes creative teaching activities in the face of the reality of students' social life and the growth requirements of students. Understanding the relationship between human beings and the environment (nature, society and people) must be implemented in students' real life. All this needs to be studied around the real social problems. In the process of solving problems, we should cultivate the attitude of respecting natural laws and caring for human nature, form life beliefs and correct values, cultivate the ability of analyzing, reflecting, criticizing and solving problems, and learn to cooperate, appreciate and create.

What kind of course is Morality and Society?

The course "Morality and Society" is not a simple combination of morality and social science, but has changed in the course concept, requirements and evaluation. The purpose of "Morality and Society" course is to improve the civic quality of teenagers. Generally speaking, it is to let students love their parents, schools, teachers and classmates, their hometown, the motherland, the party and socialism in the process of knowing and understanding social life in different ranges such as family, community and country, and in the process of learning the territory, culture, nationality and history of the motherland. Gradually form a sense of moral norms, understand interpersonal relationships, and form social skills and moral behavior habits; Cultivate students' ability to participate in social life and sense of social responsibility, promote students' social development, and lay the foundation for students to form basic civic qualities. Accordingly, the content of "morality and society" covers a wide range, including: social life, geography, history, morality, law, politics, economy, culture, environment and other knowledge and skills related to the cultivation of citizens' quality. Because of the strong citizenship and practicality of the course, the content construction of the course cannot be organized according to certain systematic disciplines, but it is especially suitable for the construction of comprehensive themes that organically integrate the learning content in various fields.

In order to improve the pertinence and effectiveness of moral education, the course "Morality and Society" puts special emphasis on practice and experience, and requires students to pay more attention to society, develop a basic understanding of real social life and form a positive social attitude and sense of social responsibility on the basis of full perception and experience. Therefore, according to different social situations and topics, as well as students' acceptance ability, the course of Morality and Society explores various active learning, breaks the space-time boundary of classroom teaching with children's main activities as the center, pays attention to cultivating students' practical ability, and turns the teaching process into a meaningful, lively and open system conducive to self-learning and self-education, and to group cognition and cooperation. Therefore, the main purpose of evaluation is to encourage and guide children to participate in learning activities. The guiding and stimulating function of evaluation not only runs through all aspects of teaching activities, but also becomes an effective tool to promote students' development.

The third is the development and experiment of the course and teaching material of "Morality and Society"

At present, the development and research of Morality and Society has just begun. We must be soberly aware that the development of courses and teaching materials is a continuous and long-term process, which cannot be completed in a short time. At the same time, the maturity of the curriculum can be completed not by the argument of researchers, but by the practice and participation of teachers. Therefore, the completion of the task will be accompanied by the whole process of curriculum, teaching material development and experiment. Judging from the problems to be solved urgently, the following topics are the most important research tasks at present.

1 research on the nature of the course

"Morality and Social Studies is a comprehensive course based on children's social life and promoting students' good moral character formation and social development. "In the description of the nature of the curriculum in the curriculum standards, two points are well known, namely' social life based on children' and' comprehensive curriculum'. Is Morality and Society a comprehensive course permeated with moral education? Or an explicit moral education course? " Morality "and" society ",one is a subject and the other is a comprehensive course, and the combination of the two is a new comprehensive course? In a word, the two courses "Morality" and "Society" are quite different in course nature, course function, content system and tradition. After the merger, reasonable reasons must be given. The reasons given cannot all be defined in a certain sense, or can only be "dialectical" reasons derived from logical reasoning, but should be empirical and have a solid academic theoretical foundation.

2 Research on Curriculum Orientation

The most closely related to the previous question is the curriculum orientation. Judging from the curriculum standards, the overall goal of the curriculum undoubtedly answers this question: "Morality and Society curriculum aims to promote students' good moral and social development, and lay the foundation for students to know, participate and adapt to society and become qualified socialist citizens with love, responsibility, good behavior habits and personality." Here, the foothold of education is to lay the foundation for cultivating "qualified socialist citizens".

We think it is necessary to explore the curriculum orientation. First, there is a lack of in-depth research on the nature, significance and content of civic education in the curriculum concept, which leads to a general curriculum orientation and a rough concept, which directly affects the rationality and thoroughness of curriculum design. Secondly, the relationship between the concept of "people-oriented" or "educating people-oriented" and the comprehensive curriculum is unclear, which leads to the reorganization of the curriculum structure and teaching material structure, and can not truly reflect the "people-oriented" characteristics of the comprehensive curriculum. The most common example in practice is that as long as teachers have students in mind, even if traditional subject-based teaching forms, traditional classroom teaching methods and traditional textbooks are used, they can be welcomed by students and achieve good teaching results. Why do you want to change the course? What is the relationship between curriculum idea and curriculum form, teaching thought and teaching method? Teachers need to understand urgently, so do we! Thirdly, with the establishment of the new curriculum system, the relationship between Morality and Society and other courses needs to be further clarified. These include the consistency of courses, the connection with courses such as morality and life, ideology and morality, history and society, history and geography, and the connection with courses such as science and comprehensive practical activities. The connection of courses is directly related to the choice of learning content and the design of learning methods, as well as the development of teaching activities and teacher training.

3 Research on Comprehensive Content Construction

According to the research and analysis of comprehensive courses abroad and the results of the experimental study of social studies in primary schools undertaken during the Ninth Five-Year Plan period, we believe that it is an effective way to construct comprehensive courses in primary schools by taking children's social life as an organic whole, taking students' real life as the center, based on students' own understanding and development, and closely linking the course content with students' life experience and real society. Constructing learning content in this way is conducive to the cultivation of students' moral character and behavior habits, and to the implementation of education on outlook on life, world outlook and values. However, how to choose and organize the theme; How to embody the logical clues between the theme and the unit, so that the learning content can be organically integrated; How to make learning activities meet the learning needs of students of different ages and realize a reasonable upward cycle is still being explored. We pay special attention to the problem of "knowledge integration", which is considered to be a core issue in the construction of a comprehensive course of morality and society.

4. Research on the development of demonstration teaching materials

It is a basic principle to choose educational content close to students' real life to construct the learning content of the course "Morality and Society". Therefore, the development of teaching materials should reflect the "regional" characteristics. The principles of openness, comprehensiveness and activity should be emphasized in constructing learning content centered on student activities. As far as the textbook Morality and Society is concerned, it is our goal to pay attention to the cultural diversity of multi-ethnic groups and different regions in China, meet the actual needs of students' development, and develop textbooks that are in line with the reality of China, different regions and teachers' actual operation. How to embody "exemplary" textbooks, how to leave room for teachers' initiative and students' rich and varied learning activities, and how to leave enough room for the development of curriculum resources in different places are the breakthrough points for us to try to change the learning function and presentation mode of traditional textbooks.

5 Research on Open Teaching Activities

According to the accumulation of many years' teaching experiment experience, we believe that creating an open and democratic teaching environment is the premise of realizing effective education. Morality and Society aims to cultivate students' sound personality and moral cultivation, pay attention to the cultivation of students' behavior habits, emotional attitudes and values, and develop their ability to question, reflect and criticize. To this end, the course advocates carrying out activities such as experience, inquiry and problem-solving learning around the theme content, and advocates teachers to adopt learning guidance methods that are conducive to students' independent activities. Pay attention to the cultivation of learning experience and cooperative learning ability, and promote the development of students' sociality, creativity and problem-solving ability. How to open the students' thinking space, promote the interaction between teachers and students, how to open the teaching space and use resources, how to combine in-class and out-of-class learning, how to form an evaluation mechanism for personal development, etc., are the keys to implementing the curriculum objectives. Around these problems, we will focus on the design and strategy research of teaching activities, as well as the research of teacher training and ability development.

"Morality and Society" has some outstanding features: first, it is based on educating people, focusing on cultivating children's civilized behavior habits, good moral quality and healthy social development, with the aim of cultivating children into good students who love life and are willing to explore, with good moral quality and social development; Second, on the basis of students' life, closely connect with children's life reality and social reality, organize and arrange teaching content and requirements, and strive to overcome the adult tendency; The third is to advocate students' active participation. Through students' experience, participation and practice, under the correct guidance of teachers, we can cultivate moral feelings, gradually form correct value judgments and avoid simple preaching. The fourth is to highlight comprehensiveness and emphasize activity.

(Reference)

On Ideological and Moral Education

Furong District Bayi Road Primary School Changjing

With the continuous development of educational technology, more and more modern teaching methods are applied to the teaching process, which creates conditions for teaching activities to break through the time and space constraints, vividly express teaching content and realize teaching optimization. In the ideological and moral teaching in primary schools, it will be a problem for every primary school teacher to change the single means and simple way of instilling knowledge into students, make full use of modern teaching means to convey teaching information, and develop students' thinking ability, cognitive ability and dialectical observation and analysis ability. The application of modern teaching methods in ideological and moral education is bound to show incomparable advantages over traditional teaching methods in promoting the reform of ideological and moral education and improving teaching quality and teaching effect. Using this teaching method, abstract content can be visualized, complex things can be simplified, and teaching information can be transmitted to students from multiple angles, which greatly improves classroom efficiency and effectiveness. More importantly, its use will make great changes in teaching ideas, teaching contents, teaching methods and classroom structure.

Ideological and moral lessons are often to let students understand a certain truth, learn a certain quality or understand a certain social phenomenon. Psychological research shows that it is difficult for students to directly transition from the appearance stage to the rational stage. It is often difficult for students to understand and judge a phenomenon in the process of learning, and it is often difficult to achieve good results only by the teacher's explanation. The monotony of means is difficult to stimulate students' enthusiasm for thinking and inspire students to judge. By using modern teaching methods, multimedia technology and human-computer interaction can be combined with each other to produce a picture with intelligent inspiration and induction functions, an incomprehensible social phenomenon, which makes it infectious, keeps students' attention, emotion, interest and other psychological factors in the learning process in good condition, makes boring learning easy and interesting, and effectively stimulates students' interest in learning ideology and morality, thus improving teaching effect. For example, in the part of maintaining environmental sanitation, let students watch videos as soon as class begins and enjoy some beautiful places, such as Martyrs Park and Xiangjiang River, so that students can feel the beautiful scenery for themselves. These things close to their lives were moved to the screen, and the students were interested and immediately attracted their attention. Then, the process of environmental change is shown through vivid pictures: the river is calm, crystal clear, the air is fresh, the small fish in it swim freely, the grass next to it is green, and the small animals have a good time. Slowly, the river changed, the river turned black, the small fish inside died, the ground was covered with white garbage, the small animals were unhappy, and the river cried. A few words appeared on the screen. Save the river. The students' hearts were greatly touched and their enthusiasm was high. This scene aroused students' thinking, gave them great inspiration and gave them great education. Students deeply feel that it is everyone's responsibility to maintain environmental sanitation and think of some ways to maintain environmental sanitation. This is better than how many beautiful words the teacher uses to explain it. Psychology has confirmed through a large number of experiments that 83% of the information obtained by human beings comes from vision, and 1 1% comes from hearing, which adds up to 94%. This shows that the information obtained by multi-sensory stimulation is much stronger than that obtained by simply listening to the teacher. Proper use of this method can provide students with multi-sensory access to knowledge and realize the understanding of ideological and moral knowledge. The realistic atmosphere such as multimedia animation and video editing can stimulate students' imagination and creative thinking. Stimulated by vivid images, students are full of attention and energy. They can turn what they observe into reality, simplify the complex, clearly present the temporal and spatial nature of social phenomena to students, and let them observe and think carefully and comprehensively.

Although the use of modern teaching methods in teaching has many advantages, it is not the use of modern means that can ensure the success of teaching and achieve the expected teaching goals, but we need to choose multimedia means according to the characteristics of ideological and moral teaching, and carefully design, practice and scrutinize in teaching. Therefore, in order to achieve good teaching results, we must pay attention to the following relations: First, the relationship between means and teaching objectives. Any method can achieve the goal. Modern teaching methods must obey the teaching objectives of class hours and courses and even serve the highest goal of students' development. Therefore, we should closely serve the teaching purpose, choose modern teaching methods in the teaching plan under certain teaching objectives and teaching contents, let some media correspond to a certain teaching activity, give full play to its functions, achieve the maximum effectiveness, and insist on not using unnecessary ones, so as not to usurp the role of the host and become a mere formality. Therefore, designing and using multimedia courseware according to the goal of each ideological and moral lesson is the key to get twice the result with half the effort. The second is the relationship between means and teaching content. In the teaching system, there are four elements: teachers, students, teaching content and teaching means. As each part of the whole, they have their own functions and are interrelated. In order to ensure the best effect of means application, we must study other elements and their combinations in the system, and we can't separate modern teaching means from teaching content. Is the teaching content dynamic or static, abstract or concrete? These problems greatly limit the choice of means. Therefore, as a part of the whole teaching system, it is not enough to only pay attention to its own factors. It is necessary to conduct in-depth research on the teaching content and choose the means and media according to the needs of the content in order to achieve the best effect of classroom teaching. The third is the relationship between means and teaching strategies. The application of modern teaching methods in ideological and moral courses should not excessively pursue the perfection of form, but should focus on teaching strategies that enable students to master and understand knowledge.

In a word, to make good use of modern teaching methods, it is not enough to have skilled application technology, but also to have the support of modern educational theory and use correct teaching strategies to improve teaching skills.

Come on! ! ! ! I hope it works for you!