Primary school morality and society is the main course of moral education for primary school children, aiming at changing attitudes, emotions and behaviors. Bruner, a famous educator, said: knowledge acquisition is an active process, and learners should not be passive recipients of information, but active participants in the acquisition process. Whether the teaching of ideological and moral course really moves towards quality education is an important symbol to guide students to participate in the educational process. In teaching, according to the teaching content and students' cognitive characteristics, I arrange rich activities for students, give them full opportunities to show themselves, constantly arouse students' subjective consciousness, give full play to students' subjective role, and promote students to actively participate in the teaching process, so that they can distinguish right from wrong, perceive good and evil in independent exploration, independent discovery, independent judgment and * * * evaluation, accelerate the internalization of moral understanding, and promote the formation of good moral character and behavior habits.

1. Role-playing

Cause * * *

In recent years, people of insight have put forward such viewpoints as "let students learn to think through activities" and "think through activities". In the ideological and moral class, a text with complete story, vivid plot and vivid image allows students to play the characters in the text themselves and perform the whole story. Let students understand the ideological connotation of the text through a textbook drama with flesh and blood and vivid plot. This is an educational model based on social experience. Let the students feel immersive, enhance their sense of role in society and arouse their sense of responsibility. For example, in the lesson "I want what I can have", a love story about a star and his parents clamoring to buy things in a shopping mall asked students to play their parents and stars in the background of a simulated department store, and both sides tried to convince each other. Ask the students to evaluate after the performance, and then perform the evaluation. In this way, we constantly improve our words and deeds in the evaluation, and realize the differences and gaps between what we want and what we can want. Under the guidance and encouragement of teachers, students' moral knowledge is unconsciously internalized into students' actions and exposed.

Organize a debate

deepen one's understanding

Students' moral knowledge cannot be confined to textbooks. Sometimes they have to expand their knowledge and deepen their understanding through activities, and classroom debate is an effective way to achieve this goal. CCTV once broadcast the "International College Debate Competition" live, which attracted countless audiences. Players from different countries showed their agile thinking and extraordinary eloquence to the audience with their needles and swords. In the teaching of ideological and moral course, teachers create moral cognitive conflicts or seize students' cognitive conflicts, so that students can solve problems through debate, which is conducive to stimulating students' interest in learning, actively thinking and exploring, deepening understanding in debate, and improving students' moral judgment and moral behavior ability.

Step 3 do it.

the unity of knowing and doing

The teaching of thinking class should pay attention to classroom understanding and extracurricular guidance. In the teaching of ideological and moral course, besides in-class teaching and in-school training, we should consciously seize various educational opportunities and organize students to actively and happily carry out practical activities, so as to gain rich perceptual knowledge, which is conducive to the integration of knowledge and practice, form moral evaluation ability and promote the improvement of moral quality. Most modern children are only children, and parents have high expectations for their children, such as "hoping for the success of their children" and "hoping for the success of their daughters". However, most parents only pay attention to the development of intelligence, ignoring other requirements, which leads some students to ignore the people and things around them, feel that everything is natural and should be, and gradually develop self-centered behavior habits and psychological tendencies. In the teaching of my labor feelings, on the one hand, I guide students to learn to pay attention to others and know that there are many jobs in school and society. These people are working hard and they are silently serving us every day. On the one hand, let students take part in the labor within their ability, consciously try different jobs, experience the process of labor, feel the hardships of labor, stimulate the love of labor and the understanding and respect for workers, and at the same time cultivate students' ability to find and solve problems in labor practice, and stimulate students' innovative consciousness.