An excellent introduction to moral education should not only attract students' attention, but also arouse their real life experience, so as to guide them to better understand life and learn to live. This requires us to design classroom lead-in, according to the age and psychological characteristics of students, from? Stimulate students' interest, enlighten their thinking and arouse their emotions? Starting with attracting students' attention to study, play the role of leading-in as an incentive; Combined with the specific classroom teaching theme, from? Facts complement understanding, scenes reproduce warm experiences, and personal experiences are strong feelings? Starting from the introduction of design, in order to break through the key service of classroom teaching, from? Image perception explains feelings, analogy perception reveals truth, and situational perception reveals confusion? Starting with the design of lead-in, we can solve the difficulties in classroom teaching and play the foreshadowing role of lead-in. So as to really improve the effectiveness of moral education classroom teaching introduction.
Keywords: primary school; Moral education; education
? For life, from life, above life, guiding life and developing life? Idea is the most profound exposition of the theme teaching of moral education in the new curriculum. Moral education classroom teaching is the main task of teachers, and it is the process of bringing teaching materials to children's lives and children in life. Series of teaching materials? Life, life events, life themes? Or? Life scenes? Are basically carefully selected? Pictures of a better life? Not or most of them are not original life scenes. Therefore, in classroom teaching, teachers should give full play to students' learning initiative, guide children from textbooks to life, effectively link the values and goals carried by textbooks with children's lives, and let children actively use real life and independent activities to carry out activities in textbooks. Life? And then what? Activities? , so as to achieve? Feeling? ,? Experience? Value goals carried in teaching materials. This breakthrough lies in the introduction of classroom teaching.
Classroom lead-in is a teaching method, which serves to carry out classroom teaching and is the first link for teachers to organize classroom teaching. He mainly uses various media to create learning situations, stimulate learning interest, enlighten students' thinking, and make students actively learn new knowledge. It can be seen that an excellent moral education classroom introduction should not only attract students' attention, but also consider how to arouse students' real life experience, so as to guide them to better understand life and learn to live. We design moral education classroom lead-in from the perspective of giving full play to the incentive function and bedding function of lead-in, so that classroom teaching and life can be effectively integrated.
First, give play to the incentive function of imports.
Giving full play to the incentive function of lead-in requires us to design flexible and diverse lead-in methods according to the different situations presented in the teaching materials and students' reality, so as to stimulate students' interest in learning and their desire to participate in learning to the maximum extent, keep a high degree of attention to the learning theme and actively learn.
1, with? Fun? Enter a country
? Interest is the best teacher. The best stimulus for learning is interest in the materials. ? When students are interested in the subject of study, they will have an urgent desire for knowledge and engage in learning actively and happily. Many themes in moral courses are to guide students to love life and learn basic life skills. These contents are of great interest to students because they are personal experiences. The introduction of this kind of classroom has designed a carefully tailored life scene, highlighting the potential educational guiding significance. Fun? Items, so as to attract students' attention and make them naturally interested in educational topics.
For example, the arrangement of "going into the market" aims to let students learn some knowledge about purchasing goods as soon as possible and cultivate their ability to buy simple daily necessities and school supplies independently. At the beginning of the class, the teacher asked the students: Do you like shopping in the supermarket (the students jumped with joy).
Ask again:? Why do you like shopping in the supermarket (students tell their feelings one after another)
Soon, people are shopping in the supermarket, and a customer is carefully selecting goods. ) ask the teacher:? What are customers doing when they are shopping?
? I am choosing a product to see if it is what I want. ?
? Look at the product manual. ?
? See what material it is made of. ?
The students answered enthusiastically.
Nowadays, supermarkets can be seen everywhere from towns to rural areas. I am familiar with shopping in the supermarket. Use? Shopping in the supermarket? Situational lead-in stimulates students' interest in learning, enhances the interest of lead-in and creates a relaxed and happy learning atmosphere.
2. with what? Think? Enter a country
? Learning without thinking is useless? Explain the role of thinking in learning from the opposite side. In the lead-in, combine the content, create scenarios, ask inspiring questions, and let students be there? Angry and annoyed? The learning state of positive thinking. This is an ideal import design. Raising awareness and guiding the formation of good behavior habits is an important content of the current moral education curriculum. When introducing this kind of classroom, more consideration should be given. Think? When in Rome, do as the Romans do, to a certain extent, causes students to think about the theme of classroom education, which is convenient for classroom theme education to be more profound.
Honesty is golden for students to understand the harm of lying, and only sincerity can win respect and trust. Don't tell lies, match words with deeds, be honest and trustworthy. The teacher told a story at the beginning of the class:
In Germany, after graduating with honors, a China student went to a big German company to look for a job, but more than 20 companies refused to accept him. He wants to be outstanding, so it should be no problem to find a small company. But the small company also rejected him.
Students, why did the German company reject him? Guess, what may be the reason?
As soon as the suspense is released, the students are actively guessing.
Want to know the real reason? The boss of that company told him that he was not hired because he evaded tickets by bus three times during his stay in Germany. Foreign students are very surprised. Is my doctorate worth escaping for three times? The German boss said:? Yes, we don't doubt your ability, but we think you have left out two very important words! ?
At this time the teacher asked:? Students, do you know what it is? How do you feel?
Touched the hearts of students, students expressed their feelings and deeply realized the harm of lying.
3. with what? Love? Enter a country
Emotion plays a leading and guiding role in the behavior or activities of teachers and students in teaching. Students' strong inner experience can easily transform the requirements of teaching themes into students' learning needs. Love? When entering the country, students should be infected with words and plots, causing emotions. If the theme of classroom moral education is to stimulate students' emotions and let students be educated in the experience of moral emotions, then when introducing moral emotions, we must first cultivate moral emotions.
The key to the teaching of "filial piety to the elderly" is to inspire students to understand and care about the feelings of the elderly. Therefore, the introduction of emotional rendering is the basic point to touch students' hearts. At the beginning of the class, the teacher put two cartoons: one is grandma sitting in a chair when she is tired. Narrator: It's useless to be old. In the second picture, the grandson is hitting his grandmother on the back. Grandma is very happy. Narrator: How wise. Ask the students what this picture is about.
Students can clearly tell the meaning of the picture at a glance. After answering, the teacher crossed the border:? Every family has a hard experience, and everyone will get old. The elderly have made their own contributions to the family and society. Now that I'm old, it's time to enjoy a happy life in my old age. As younger generations, we have inherited the kindness of our elders and should know how to repay them. The soldier in the painting is really sensible. Grandma rubs her back when she is tired. The old man is not eager for how much her family will pay for her. I just want to be happy in my old age. You see, grandma doesn't feel tired at all when the filial grandson gently rubs her back. How happy and happy the smile on that face is! Shall we study together today?
In the teacher's affectionate narration, the students were moved by it, and the old man who stirred up emotional ripples in his heart needed our care! How can students not be deeply educated when they enter classroom teaching with such feelings?
Second, play a foreshadowing role in import.
1, providing good service for breaking through key points.
Some moral education topics may be far from students' life experiences and feelings. If this problem is not solved at the beginning of classroom learning. Then, it is difficult for students to really understand the educational intention of the course in class, thus affecting the teaching effect of the whole class. In view of this consideration, we should solve the problem well in classroom lead-in.
(1), introduce facts to make up for understanding.
Speaking with facts: it is to arrange classroom introduction by using examples appearing in society and phenomena existing in nature. Because of its authenticity, it is very convincing. This kind of classroom lead-in design is especially suitable for moral education teaching topics with insufficient or vague students' perceptual knowledge.
For example, the teaching of "protecting the environment" aims to educate students about the environment, arouse their awareness of environmental protection and guide them to learn to protect the environment. In real life, students know that there is serious environmental pollution around them, but they don't feel that environmental pollution has any impact on their lives. The water is polluted, and they think there is running water now. If you throw batteries everywhere, it seems that you can't see the seriousness of environmental pollution, and the threat of environmental pollution to human survival and reproduction is relatively lacking. So the teacher played it with multimedia when importing? Deforestation; Sewage discharge, river deterioration, fish death; Non-decomposable plastic bags are flying all over the sky? With the switching of pictures, the expression on students' faces becomes serious, and the eloquent facts make students fully feel the seriousness of environmental pollution. So what? We should protect the environment? Consciousness that germinates immediately. The effectiveness of the next class study will be well guaranteed.
(2) The scene reappearance leads to temperature experience.
Today's children live a happy life and enjoy the care of their loved ones at home all the time. Is there a kind? I am the center? Realize. Many children ignore many things worth cherishing in their life experiences. In moral education classes, many themes are arranged to guide students to know themselves and deeply understand life. When introducing this kind of classroom, it is particularly important to present the once life scenes to students, so that students can consciously review and re-recognize life.
The key point of teaching "Thank you, my parents" is to feel that one's growth can't be separated from the care of parents, and to realize the hardships of parents in daily life. Do a pre-class survey and talk with students, and find that many students think that it is natural for parents to take good care of their children's lives. ? Some still complain:? Parents don't care enough about themselves, not as good as other parents. ? Then, classroom lead-in requires teachers to carefully choose some warm scenes in life and show the details of life that can impress children's hearts to students. Like what? Under the lamp, the mother knitted a sweater for her child; Parents take good care of their sick children; In the evening, the mother folded the clothes for the children to wear the next day; The child is asleep, and the mother gets up and covers the child? Wait a minute. After reviewing these little things that every student has experienced in life, you can easily ask questions: What do you feel after reading them? Students will feel that their growth can not be separated from their parents' care and their own efforts.
(3) Personal experience leads to strong feelings.
Because of the different age and living conditions, it is impossible for our children to have a personal understanding of other people's psychology and life. How to guide students to associate with others and learn to get along with others is one of the important tasks of moral education. This kind of moral education, when introduced, should let students put themselves in their shoes. The best way is to design activities for students to experience, which is very beneficial to classroom teaching immediately.
The difficulties in the life of the disabled, the average healthy person will not have any experience and feelings. Seeing that disabled people encounter difficulties, a large number of students laugh at them. When "caring for the disabled" is introduced into the classroom, what does the teacher choose to do? A blind man accidentally fell down while walking? Or? Take the stairs with a disabled foot? Import the scene. Hope to guide students to realize? When they are in trouble, they need our help. ? Then, there will definitely be some students who will first pay attention to the situation of blind wrestling and people with disabled feet taking stairs. What they may see in this situation is only the embarrassment when wrestling and the antics when walking the stairs.
A teacher's introduction is very clever. Design a life scene: put a book on the platform, put some other things next to it, put some stools or objects in the aisle, and set some obstacles for students to blindfold and get the book alone. Then get the book back with the help of my classmates. Please talk about the feeling of holding a book in class introduction. In this way, the embarrassing scenes in the previous cases are avoided, and at the same time, students can personally feel the difficulties encountered by disabled people in their lives and realize their desire for help from others, and the effect is different.
2. Do a good job in solving problems.
Although the educational themes of some moral education courses are very close to students' life experiences, and it is not difficult for students to understand them, such educational themes may involve some confused concepts, more abstract truth and cognitive confusion. These problems that we have to deal with in the classroom can be solved first when they are introduced into the classroom, so as to lay a good foundation for classroom learning, promote students to have a deeper understanding of classroom topics and lay a foundation for improving the quality of classroom learning.
(1), the concept of image perception is introduced and explained.
Nowadays, many moral education classes involve concepts, which is the most headache for teachers in classroom teaching. Explain the concept, students can't understand it, there is no need to explain the concept to primary school students; I don't explain it. I don't understand this kind of confusion in class. In the teaching of such subjects, the extension of concepts can be put out one by one in the classroom, so that students can naturally understand concepts in front of a large number of specific images.
The difficulty of the course "You, Me and He in Life" lies in students' unclear concept of occupation. It is easy to treat outsiders, leaders, superman, wizards, etc. As a profession. It is difficult to guide students to distinguish what is a profession and what is not, because the explanation of what is a profession is beyond the understanding of primary school students, and there is no need to understand it. What should we do? Think about it carefully. Students have some contact and understanding of various occupations in life. Doctors, teachers, workers, farmers, nurses, policemen, salespeople? Wait, I think we all know each other. So, the solution to this problem can be directly adopted? Occupation? To illustrate the specific form.
When importing, display? The labor scenes of different occupations imitate the typical actions of various occupations, so that students can guess what occupation they are engaged in, so that the effect of introducing image perception is really good, students are very interested, and soon they have a clear understanding of the names of various occupations. In the whole class, outsiders, leaders, superman, wizards and so on. Never considered a profession.
(2) Analogical perception leads to infiltration.
Moral education involves some abstract truths, which is a difficult problem we encounter in classroom teaching. When importing, analogy can be made in a more vivid and exemplified way, so that students can have a more perceptual understanding of abstract truth.
"The power of the collective is great" requires students to understand the unparalleled power of the collective through learning. What one person can't do, many people can do it if Qi Xin works together and cooperates with each other. Difficulties: Many people are not necessarily strong, but work together in one place. To make students understand this truth in class, we can break through the story of "carrying fruit" in textbooks, but we always feel that students' understanding is not deep enough. So when introducing classroom teaching, can we use analogy to illustrate the problem? Fold chopsticks? The game should be prepared accordingly. First, ask a student to fold chopsticks. Give one, and it will break easily. Give two more, it's a little laborious, but it will still break. Send a pair of chopsticks after work, and the result will never stop. Let other students fold chopsticks, but after the game, the teacher organizes students to discuss. What did you learn through the game? After discussion, students will reveal the theme.
This game contains the truth that unity, strength in one place, strength is great. During the discussion, the students realized that if there were too many chopsticks, they would keep folding. This is the simplest understanding of truth. After learning the story of "reciting fruit" in class, let the students say it right. Fold chopsticks? What's the new understanding of the game? At this time, students' understanding of the truth is deeply in place.
(3) Introduce situational awareness to find confusion
The real society is colorful and complicated, and the real life is colorful. Students are confused about many phenomena in life, and it is difficult for them to understand them correctly. If it involves a moral course, we should take the time to explain it clearly. Therefore, it is very helpful for students to face the confusion of introduction in class.
When conflicts occur, the difficulty is that students should try their best to avoid conflicts with others. When conflicts occur, we should deal with them calmly, don't intensify them, and understand and tolerate others. In real life, students know that they shouldn't fight with their classmates for a trifle. But when things happen, I always feel that I have suffered a loss, so I am at daggers drawn. The children are confused about this. What should I do in the end? I really hope that I can know how to deal with it under the guidance of the teacher in class. Combined with this situation, you can design the following import: