Sixth grade moral and social teaching plan volume one

Teaching plan is the basis for teachers to carry out teaching activities smoothly and effectively. According to the curriculum standards, syllabus and teaching materials requirements and the actual situation of students, I compiled a template of moral and social teaching plan for grade six. I hope you like it!

Sixth grade moral and social lesson plans Volume I 1 I, teaching material analysis

The teaching content of this lesson is "Hometown Dialect", which is the sixth lesson of Unit 2 in the second volume of the fourth grade of the compulsory education curriculum standard experimental textbook "Morality and Society". Speaking of hometown, the dialect of hometown is the most representative. It is closely related to people's lives. Therefore, it is very important for students to fully understand dialects. This lesson is to start with the dialect of hometown, understand the role of dialect in people's lives, understand the relationship between dialect and people's lives in hometown, and at the same time, understand the advantages and disadvantages of dialect through comparison with Putonghua, correctly understand dialect and learn to use Putonghua correctly.

Second, the analysis of learning situation

Although students often speak dialects, they don't know what dialects are, especially the advantages and disadvantages of dialects in people's lives. Teachers usually emphasize speaking Mandarin well, but some students simply don't understand why they should speak Mandarin.

Third, the teaching objectives:

1. Knowledge and ability

By comparing dialects with Putonghua, we can understand the advantages and disadvantages of speaking dialects, correctly understand dialects and learn to use Putonghua correctly.

2. Process and method

Be able to consciously participate in learning activities and master the application of dialects in people's lives.

3. Emotions, attitudes and values

Through learning activities, students can understand the application of dialects in people's lives, experience the feelings of hometown people about dialects, and clarify the relationship between dialects and hometown people's lives.

Four, the teaching emphasis and difficulty:

1. Through learning activities, we can correctly understand dialects and understand the application of dialects in people's lives.

2. Understand the advantages and disadvantages of speaking dialects and use Mandarin correctly.

Five, teaching preparation:

1. Teachers and students * * * investigated dialects all over the country and collected relevant dialect materials.

2. Students collect words from their hometown dialect, record them and discuss them in class.

3. Multimedia, video material of Shaanxi dialect version of cat and mouse.

Six, teaching methods:

Teaching method, guided learning, cooperative exchange learning.

Seven, the teaching process:

First, create situations and introduce new lessons:

1, Wonderful animation: Boys and girls, have you seen the cartoon Tom and Jerry? Today, the teacher also brought you wonderful clips of Tom and Jerry. What's the difference between the cartoon that the teacher put on today and what we usually see?

2. Introduction: This cartoon is dubbed in Shaanxi dialect. Shaanxi dialect can be said to be our local accent. Speaking of hometown, the most representative is the dialect of parents. Today, let's talk about parents' dialects. (blackboard writing topic)

Second, speak the dialect of your hometown and feel the dialects of different regions.

1, Dialogue: Students, where is your hometown? Can you speak the dialect of your hometown? Please talk about your hometown dialect. Shaanxi, Henan, Shanxi, Shanghai, Qinghai, etc. )

2. Summary: People in different places will have different dialects. (blackboard writing)

Third, guide students to discover dialects in life and feel the status of dialects in life.

Students, dialects are closely related to our lives. Think about it, where can I hear my hometown dialect in my daily life? Discuss it between your deskmates.

(Hometown people speak dialects together; Local operas are sung in dialects; Local TV stations have useful columns broadcast in dialects)

Eight. Summary:

Dialect exists in our life and is closely related to our life.

Fourth, guide students to understand the advantages and disadvantages of dialects.

1. Experience the benefits that dialects bring to people's lives;

(1) Students, dialects exist in our lives and are rooted in the lives of hometown people. Let's think about it. What are the benefits of dialects to our lives?

(Enlighten and guide: Think about it. What would it feel like to speak a dialect if you met a fellow villager in a foreign country? For example, how did you feel when you watched the dialect video just now? )

(Ask questions and make corresponding comments)

(2) Summary:

Advantages of dialects: dialects are closely related to people's lives and rooted in the lives of hometown people. People from hometown communicate together, which brings a sense of intimacy and belonging. Sense of identity and excitement when reading dialect columns.

2. Experience the inconvenience that dialects bring to people's lives.

(1) Dialect is really good for us. On second thought, can we speak dialects at any time?

(Enlighten: Do you think, if you travel abroad, can you still speak dialects? Is it convenient to speak dialect at this time if you communicate with others in public? )

(2) Summary:

Therefore, dialects are not conducive to extensive communication. Sometimes speaking dialects will cause unnecessary misunderstandings and even delay things. This is the disadvantage of dialect.

Conclusion:

Through the study just now, we know that dialects are closely related to people's lives, and dialects have both advantages and disadvantages for us. Therefore, in order to communicate with others better, we should learn Mandarin well.

The first volume of the sixth grade moral and social teaching plan Part II Teaching objectives:

1. Through observation and information search, we can understand the major natural disasters that have occurred in China and the world, and understand that nature has an irresistible side.

2. Understand the unremitting efforts and explorations, experiences and achievements, prevention and forecasting measures of human beings in response to natural disasters.

3. Appreciate the valuable quality of people's solidarity and mutual assistance in times of crisis, and learn how to save themselves and each other in the face of natural disasters.

Teaching time: 4 hours.

Teaching process:

First, the introduction of teaching

Students, if we pay attention to news reports, we will find that all kinds of natural disasters happen every year on the earth, such as earthquakes, floods, typhoons and plagues ... they are like ferocious demons, ravaging human homes and even taking away people's precious lives. So what should we do when disaster strikes?

Second, teaching activities

Activity preparation: Divide the students into groups, and each group conducts special research around a natural disaster.

Activity 1: earthquake disaster

1. Ask the students to introduce what will happen when an earthquake happens through text description or picture display.

2, earthquake memorabilia and casualties and property losses.

(1) Ask students to write earthquake memorabilia in the form of lists with the help of data, and then summarize the data in the form of tables or pictures.

(2) Let students feel the trauma caused by the earthquake disaster by reading relevant cases and witness notes.

3. Guide students to read the map of earthquake zone to see which areas are prone to earthquakes and whether their hometown is located in the earthquake zone.

Activity 2: Flood disaster

1. Guide the students to read the river map, and make them realize that China is a country with many rivers and serious floods.

2. Teachers can participate in the "database" or collect relevant information to show the major floods in China in recent years, so that students can realize that China is a country with frequent floods, and floods have caused great losses to people's lives and property.

3. On the basis of understanding flood hazards, guide students to further think and analyze the causes of floods. Make students realize that man-made destruction of vegetation and rivers is an important reason besides objective reasons. Make students realize the irresistible side of nature and have awe of nature.

In addition, students can talk about other common natural disasters. Teachers can show P39 pictures in the textbook, so that students can have a preliminary understanding of natural disasters and their harm mentioned in the textbook.

Activity 3: Investigate the natural disasters in my hometown.

1, let the students talk about what natural disasters exist in the local area, including those that often occur or cause serious losses. The teacher identified several natural disasters as questions for students to investigate.

2. Guide the students to divide into groups, and each group chooses a member as the group leader. According to the survey outline of the textbook P40, guide students to carry out survey activities.

(1) Determine the investigation content. What kind of natural disasters are investigated? What are the time, manifestations and hazards of disasters? What disaster prevention and relief measures have been taken locally?

(2) Determine the investigation methods and division of labor and cooperation within the group. Who is in charge of the interview? Who is responsible for finding pictures and text materials? Who is in charge of the field investigation?

(3) Analyze the data obtained from the survey, write the survey report or fill in the questionnaire.

Sixth grade moral and social teaching plan Volume 1 3 Teaching objectives:

1. Through the understanding of the living conditions of ancient people, we can feel the hardships and slowness of human beings from barbarism to civilization and the long history of our country.

2. From the perspective of food, understand the development of human society, especially the development of agriculture and its contribution to the world, understand the relationship between man and nature and the wisdom of working people, and cultivate national pride.

3. Understand and appreciate the characteristics of food culture, and feel the wisdom and creation of ancestors in food culture.

4. Try to drag books with legends, cultural relics and other methods to reproduce history.

Teaching emphases and difficulties:

1. Through the understanding of the living conditions of ancient people, we can feel the hardships and slowness of human beings from barbarism to civilization and the long history of our country.

2. From the perspective of food, understand the development of human society, especially the development of agriculture and its contribution to the world, understand the relationship between man and nature and the wisdom of working people, and cultivate national pride.

Teaching process:

first kind

1. Walking into ancient times, eating, wearing and living were the most basic needs of life. How did our ancestors live? Let's check it together.

Group exchange stories about their reasons, class exchange teacher: What did our ancestors eat/wear in ancient times? Where do you live? What are the hardships and dangers of their lives: reporting their own information. Since the birth of mankind, it has been subjected to severe natural conditions such as severe cold and heat, heavy rain and lightning, poisonous snakes and beasts. In order to survive and develop, our ancestors used their intelligence and wisdom to explore and explore under difficult conditions. After a long time, they gradually made up for it from barbarism to civilization.

2. Say goodbye to drinking blood. Look it up in the dictionary. What does "drinking blood" mean? With the progress of society, what changes have been made in the search for food and society compared with what was originally given to human beings?

1. Read the story of cooked food by yourself, from eating raw food to eating cooked food.

2. Show teaching materials, pictures, water ploughing with knives, people pulling plows and cattle plows. Let the students observe how people's farming is progressing step by step. In the long-term life and production practice, our ancestors cultivated some plants into crops, domesticated wild animals into livestock, and created farming and feeding techniques. Thinking: What impact does this have on human life?

3. Show Small Information China is the country that grows the most crops in the world. This is the great contribution of the Chinese nation to human survival and civilization.

Second lesson

The ballads of the ancients

1. Show agricultural proverbs before class. (Group communication, class communication)

questionnaire

Agricultural weather proverb

Agricultural proverbs of solar terms

Proverbs of natural agriculture

other

Students tell us what these agricultural proverbs tell us (natural phenomena and laws, the relationship between man and nature) and feel the wisdom of working people.

There are 24 solar terms in the lunar calendar. Let's look up their names on the calendar. Imagine again what these solar terms have to do with agricultural production and people's lives. Students of China food culture, what do you like best? As the saying goes, "Food is the most important thing for the people". For thousands of years, people have not only learned to plant and breed, but also created their own unique food culture.

Today we are going to talk about food culture P3 1-P32.

1. What have you learned? (Unearthed stone tools, dough turned into noodles, jiaozi's practice, Qu Yuan's story, the use of chopsticks) What else do you know besides the introduction in the book? Guided by habits, exquisite manners, etc. )

2. Read Wonderful Chopsticks together. What is the biggest experience after reading it? Can you give any examples of ancestors' cleverness?

3. What is the connection between ancient and modern food culture? (Take jiaozi as an example to teach P85)

Just now, some students said that they like KFC and steak, so they belong to western food. Yes, the food culture of every nation and country is different because of the differences in living environment, history and culture. Let's compare the characteristics of Chinese and western food. What else do you know besides the contents in the book? In these two lessons, we can learn about the living conditions in ancient times and feel the wisdom and creation of our ancestors and their influence on modern times. Besides food culture, where can we feel these things? We'll discuss it next class.

The first volume of the sixth grade moral and social teaching plan 4. Teaching objectives:

1. It is your responsibility to know that you should conscientiously implement the action plan made by everyone in the collective through democratic decision-making.

2. Learn to manage yourself, and form a sense of actively managing yourself and participating in all the work of the school.

3, according to their own characteristics, willing and take the initiative to do what they can for the collective.

Teaching emphasis: In collective discussion, we have the right and obligation to express our opinions actively, and also have the responsibility to follow the action plan formulated through democratic decision-making.

Teaching time: four class hours.

first kind

First of all, say it

1. Think back to what collective activities the class, school and Young Pioneers organized and participated in in a year. What activities did you miss? What is the reason for not attending?

2. Tell me about your experience in participating in the activity.

Second, read the text and think:

Are you dissatisfied with the performance of three students in a group activity?

Organize discussion

1. Are the three students reasonable?

2. Can decisions made collectively be implemented? Why?

Third, guiding behavior.

In collective discussion, we have the right and obligation to express our opinions actively, and we also have the responsibility to abide by the action plan formulated through democratic decision-making.

Second lesson

First, import

1. What did you learn from last class?

2. Are you willing to serve the group?

Second, talk about it.

1, a scene in which several students work for the group.

2. In the collective life, besides the activities organized by the collective, what other channels can we participate in? What job did you take part in?

3. Group communication: What can we directly participate in in class and school? What were you involved in? What have you learned? Is there anything that needs to be improved?

Third, classroom communication.

Things we can participate in:

Our participation experience:

Our participation experience:

We still need to improve:

Fourth, emotional communication.

Tell me about your harvest.

The third category

Read the text first and talk about some practices of these students' self-management in collective life.

1. What did they do in self-management?

Think about it: If it were you, would you do it?

Second, think about it:

What other things in school or class life that no one or teachers are in charge of now can be managed by themselves?

Third, discuss and communicate.

Let's talk about reality. In what ways can you manage yourself?

Fourth, deepen exchanges.

1, please find yourself a suitable position according to your own reality.

2. How do you perform your duties?

the fourth lesson

First, read the text and think:

1, should people around you care when they see classmates fighting?

2. What should I do after I find the problem?

Second, organize discussion:

From your own or others' experience, what do you think are similar "meddling" in the collective? Should I care? Why?

Third, group communication.

What "meddling" have I encountered in collective life? How did you wait? What experience do you have? What are the experiences or lessons?

Fourth, guiding behavior.

There are many things we can take care of at school and in class. Some things can be done by yourself, and some things can be reported to the teacher. As small masters of schools and classes, many schools can't tell the difference between internal and external things.

Five, guide the completion of "my discovery and golden idea".

Five teaching objectives of the sixth grade moral and social teaching plan book I;

1, to understand the behavior and ways of friendly coexistence between partners.

3. Experience the fun of getting along well with each other.

Teaching focus:

1, to understand the behavior and ways of friendly coexistence between partners.

2. Learn to choose appropriate behaviors and ways to communicate with classmates.

Teaching difficulties: learn to choose appropriate behaviors and ways to communicate with classmates.

Teaching process:

(1) Dialogue on an equal footing and walk into the "tree of friendship".

1, import. What do you think of studying with friends?

Stick a "big tree" in the center of the blackboard and write "Tree of Friendship".

3. Let the students talk about what happened with their partners.

(2), real experience, save the "tree of friendship".

1, to tell the truth, face the contradiction.

(1), (blackboard title: learn to get along well) sketch performance.

(2) Ask students to talk about conflicts between them and their partners.

(3) Please discuss what caused their contradiction.

(4) Ask the students to write the main points of their group discussion on paper cut into yellow leaves and bad apples, and then ask the students to stick them on friendship.

(5)、。

2. Confronting with true feelings and resolving contradictions.

(1), save the tree of friendship.

Let each group choose a case, discuss the exact solutions to these problems first, and then write the solutions on "green leaves" and "red apples".

(2) Show the survey before class and let the students discuss and solve it.

(3), emotional sublimation, send friendship cards to each other.

1, teacher.

2. Read and send cards. Music "Forever Friends".