The teaching material of ideological and moral course contains extremely rich emotional factors. In teaching, we should fully explore the connotation of teaching materials, actively guide students' imagination, and make them enter the situation, so as to obtain successful emotional experience.
1. Find the right passion. Passion point is the key point that can arouse students' emotional experience and stimulate students' emotions in teaching materials. When choosing passion points, we should pay attention to two issues: one is to choose according to the teaching focus, and the other is to have strong emotional factors. For example, there is a short story in Lesson 9 "Unity, Friendship and Helping Others" compiled by Jiangxi Province. Lei Feng learned that Zhou Xiao's father was seriously ill and quietly wrote a letter to send money to Zhou Xiaojia in the name of Zhou Xiao. Zhou Xiao was so moved that he didn't know what to say. This example fully shows Lei Feng's noble character of being anonymous and helping others, which is the focus of this article. At the same time, Zhou Xiao was very moved and didn't know what to say. He has strong emotional factors. Teachers can grasp this key point in teaching and stimulate students' emotions.
2. Actively guide, fully imagine and enter the situation. After determining the passion point, we should guide students to fully imagine, enter the situation, grasp the principle of emotional changes of characters in the story, guide students to fully imagine the psychological state of characters, and let students have emotional experience. As the above example, teachers should grasp the clue of Zhou Xiao's emotional change from "joy-sadness-moving to unintelligible" and inspire students to imagine Zhou Xiao's inner world. Students can make the following analysis: Zhou Xiao is an optimistic young man. After receiving the letter from home, he stopped telling jokes and singing hometown tunes. Why? I feel anxious and uncomfortable because I have no money to treat my seriously ill father. How did Lei Feng know that Zhou Xiao's father was ill? Lei Feng found that Zhou Xiao's mood had changed, so he took the initiative to ask. When Zhou Xiao said nothing, Lei Feng asked tentatively. This shows that Lei Feng takes the initiative to care about comrades. Why did Lei Feng send money and write letters to Zhou Xiao's family quietly? Lei Feng regards his comrades' difficulties as his own and helps others without fame or profit. Zhou Xiao "was so moved that he didn't know what to say". What kind of mental state is this? Zhou Xiao deeply admired and sincerely thanked Lei Feng. Through the above analysis, the spirit of Lei Feng has penetrated into the hearts of students. By guiding students' imagination, students get Zhou Xiao's emotional experience, worship and love for Lei Feng, and their learning from Lei Feng is mobilized, which has the emotional effect of "a stone stirs up a thousand waves".
Second, set the scene, infect emotions and stimulate intuitive feelings.
Intuitive moral emotion is an emotional experience directly caused by a certain situation and atmosphere. In teaching, students' intuitive feelings can be stimulated through situational teaching and emotional contagion.
(1) Situational teaching. The so-called situational teaching is to set up a moral environment through stories, pictures, objects and performances. , to vividly express some moral point of view, explain some truth, put forward some behavior requirements or create some kind of noisy atmosphere. Through the situation, we can also turn static into dynamic, turn far into near, turn abstract into concrete, which will strongly stimulate students' senses, often cause rich intuitive feelings, leave a deep impression on students, and thus give birth to good moral behavior motives.
1. Noisy atmosphere, resulting in a good teaching atmosphere. People's emotions are always generated in certain situations, especially children's emotions are closely related to the specific environment and atmosphere. It is easy to feel happy in an atmosphere full of joy, and it is easy to feel sad in a sad atmosphere. For example, in the teaching of the first-grade book "I Love Mom and Dad", parents' selfless love for their children and children's incomparable attachment to their parents is an experience that every child has. According to this fact, the teacher invited a child to sing "My Good Mother" solo in the new class. Singing makes the students immersed in a warm atmosphere, and many scenes of parents caring for themselves emerge in their minds. At this time, a strong emotional experience of loving parents came into being. Then the teacher organized a class discussion: "Do you love your parents? Why? " The students raised their hands and talked excitedly about how much their parents love themselves. They love their parents very much. Teaching in such a good atmosphere gives students a strong intuitive feeling.
2. Understand the viewpoint, generate experience, and achieve the integration of reason and reason. Some moral views can only be understood, but not conveyed. We must use situational teaching to produce emotional experiences in order to understand and master them. For example, what is "national self-esteem" when teaching the second lesson book "To Have National Self-esteem" in the third grade (the second volume)? This concept is abstract and difficult to express clearly in words. The teacher introduced the large scale, novel structure and advanced equipment of the Asian Games Village through pictures, which were praised by international friends. Through this situational teaching, students can have a strong country and feel proud of being respected. At the same time, students also understand the significance of national self-esteem. Suhomlinski said: "Only when thoughts are reflected in vivid images can children understand." Through situational teaching, we can achieve the purpose of understanding, passion and reason.
(2) Emotional contagion. Emotions are contagious, that is, under certain conditions, one's emotions can affect others to produce the same or related emotions.
1. Speak passionately. Language is the main form of expressing emotion. Teachers use vivid, vivid and sincere language to teach, so that students are infected and have emotional experience. For example, in the teaching of building the motherland, it is everyone's responsibility, teachers introduce the great achievements of the motherland construction with incomparable pride and enthusiasm, and tell touching examples of the selfless dedication and hard work of the predecessors for the motherland construction. Teachers' emotions are transmitted to students through language, and students are encouraged and emotional. For another example, in the teaching of "Serving the People Wholeheartedly", the teacher first played "Ten Mile Long Street to Send the Prime Minister", and the recorder described the horror of Ten Mile Long Street and the heartfelt deep condolences of the people in the capital in a low and sad tone. At this time, the classroom was silent and solemn, and the students were immersed in an extremely sad atmosphere with tears in their eyes. The students had an emotional experience of great reverence for Premier Zhou, and the great image of Premier Zhou was deeply rooted in the hearts of the children.
2. With emotional passion. For some students who have bad behavior habits and negative emotions, teachers should care about, get close to, understand and motivate them with true feelings and love, so that they can open their hearts to teachers, communicate with teachers emotionally and have emotional resonance. Only in this way can students overcome negative emotions and have a positive emotional experience.
Third, conduct moral evaluation, deepen understanding and produce ethical and moral feelings.
Judging right and wrong, discriminating and understanding are important parts of thinking class teaching. It is an evaluation activity for teachers to guide students to judge and analyze the right and wrong, good and evil of people's words and deeds by using the moral viewpoints they have learned. In the process of evaluation, students can not only distinguish right from wrong, but also connect with their own emotional experience, thus producing strong ethical and moral feelings.
1. Use analytical questions to evaluate, resulting in a sense of honor and disgrace. Generally, in the consolidation stage of classroom teaching, teachers design some analysis questions according to the teaching focus of this course, combined with students' understanding and real life, in order to achieve the purpose of preventing collapse, consolidating and deepening teaching. In the process of organizing student discrimination, we should not only know why, but also know why. Students will be more positive and appreciative of correct words and deeds and accept them from the heart; Students will deny, despise and abandon the wrong words and deeds. For example, after the teaching of whose heart is beautiful, the teacher put forward an analysis question according to the actual situation of the class: "A classmate quietly changed his textbook with a broken cover into a good textbook of B classmate. When classmate B found out, he shouted and didn't stop after class. Classmate C immediately handed his new textbook to Classmate B and said, "Stop screaming. Let's find out after class. "Of the three students, who is beautiful in heart and why? Through heated discussion, we all agree that classmate C is beautiful inside, because classmate C thinks of others and the collective when he encounters difficulties, and would rather sacrifice his personal interests. A classmate's behavior is selfish at the expense of others, and his mind is not beautiful; Although student B doesn't mean to hurt others, it is not beautiful to affect everyone's class for his own benefit. With this understanding, naturally, everyone will feel admiration, glory, envy and yearning for the reunion of classmate C, and feel ashamed and unhappy about the behavior of classmate A and classmate B ... Home of civil servants.
2. Organize practical activities, carry out moral evaluation, and generate emotions with clear love and hate. It is not enough to cultivate students' moral feelings only in classroom teaching, but also to organize various practical activities outside and after school, so that students can truly feel the truth, goodness and beauty in life in a real moral environment and produce moral feelings with clear love and hatred. For example, a teacher organized a buffet according to the fact that modern children have strong self-awareness but are indifferent to others. At the buffet dinner, many students were scrambling to eat what they chose, regardless of others, and some even quarreled. In view of this situation, the teacher asked, "Why did you quarrel at the buffet?" Moral evaluation was made on this issue, and students spoke in succession: "The quarrel at the buffet dinner is because we only consider ourselves and don't care about others, and students can't be modest." Through discrimination and understanding, students who rob to eat, eat more and quarrel feel ashamed and guilty. After a while, the teacher organized a second buffet dinner. This time, students, teachers and students showed mutual concern and humility. Friendship warms everyone's heart and everyone feels very happy. The teacher also organized everyone to comment: "Why did everyone feel very happy at the second buffet?" Through discussion, we deeply realize that caring for others and thinking for others is a noble character. Only by caring and caring for each other can people unite, be friendly and live in harmony. Through such evaluation activities, we can form praise and yearning for good deeds, criticize and accuse behaviors that do not meet moral standards, and can arouse students' love and hate.