Three Teaching Designs for the Second-year Ideological and Moral Education in the Next Term

Tisch

Teaching objectives:

Emotions, attitudes and values:

1. Experience and discove

Three Teaching Designs for the Second-year Ideological and Moral Education in the Next Term

Tisch

Teaching objectives:

Emotions, attitudes and values:

1. Experience and discover the changes in hometown, care about the changes in hometown and look forward to the future of hometown. Cultivate students' love for the place where they live. Willing to contribute to the change of hometown.

2, through observation, understanding and their own experience, understanding, from their own side to feel the change.

3. Constantly enrich and develop students' knowledge, perception and emotion.

Behaviors and habits:

1, care about the changes around you and like the place where you live.

2. The habit of being willing to explore.

Knowledge and skills:

1. By comparing the old with the new, we feel that the place where we live has changed.

2. Know some methods of collecting data.

3. Have a preliminary understanding of cooperative learning. Willing to cooperate with others.

Emphasis and difficulty in teaching:

Experience and discover the changes in hometown, care about the changes in hometown and look forward to the future of hometown. Cultivate students' love for the place where they live. Willing to contribute to the change of hometown.

Preparation before class:

Students prepare:

The group is divided into tasks, looking for changes in the place where they live (guiding them to change from the city; Environmental changes; Family changes; School changes; Five aspects of mental outlook change)

Teacher preparation:

Related materials and courseware

Teaching process:

Pre-class activities:

Teacher: How do students feel when they see so many teachers looking at our class?

Health: A little nervous.

Health: I'm a little excited. It's the first time to see so many people come to class with us!

Teacher: Do you like playing games? Let's play a game of "driving a train"!

(a) Activities to introduce new lessons. The first stop of happiness.

Teacher: Can you tell the teacher how you felt just now?

Health: Happy, happy.

Teacher: Let's walk into the first stop of today's happiness with this happy and happy mood. Please guess at the first stop of happiness. (Multimedia display of Enshi old city map) Guess where this is now?

Student: It's a school.

Student: It's Aimin Hospital.

Teacher: I knew you couldn't answer, so I'll tell you! This is the past route. (Blackboard: Past) Think about the current route. What changes have you found?

Health: I found that the street lamp has changed and become beautiful.

Health: I found the roads more spacious and the cars better.

Let the students continue to look for changes.

Teacher's summary: The students found many changes! Today, in this class, we will continue to walk into the place where we live to understand her changes. (blackboard writing: the place where we live has changed. )

Teacher: Before class, the teacher specially edited a video of our present life for everyone to enjoy. (blackboard writing: now)

Students can't stop exclaiming when they appreciate it.

Teacher: How do you feel when you see yourself living in such a beautiful place?

Health: I feel so happy.

Health: If my place is seen by others, others will look down on us! It's beautiful here! 、、、、、、

Teacher's summary: Yes! We-I'm also proud of where we live. Let's take this pride into the second stop of today's happiness. (Teachers and students drive trains with music)

(2) Sublimation of the theme. Happy second stop.

Teacher: Happy second stop. Let's talk about it. At this stop, the teacher provided a big stage for students to show themselves. Please show the changes you learned before class in the group first, and then choose one or two best ones from each group to introduce to the whole class, ok?

Students show and communicate. Report to each group.

Reflection: In this activity, students actively participate in the activity and are willing to express the changes in their living places around them. Every child's living space is different, and the changes he knows are different. Showing communication in the group provides them with a big stage to show themselves. Each group selected representatives to show to the whole class. It provides a platform for the whole class to communicate. It can be said that every student has developed.

(3) Go into tomorrow and think about the future. Happy third stop.

Teacher: After seeing your exhibition, I am proud of the great changes that have taken place between you and me! The teacher will take the students to a mysterious place. Let's walk into the third stop of happiness. (Teachers and students drive trains with music)

Show multimedia Enshi railway station construction scene (never seen before)

Teacher's tip: drive a train.

Health: It seems to be our Jingshan Railway Station.

Teacher: What else do you know about Jingshan Railway Station?

Health: Now we can go out to play by train.

Teacher: There are still many places around us that are about to change. Have you noticed?

Health: I noticed that a building was being built in the open space on the east side of the school.

Teacher: After listening to your introduction, I believe that the place where we live will be more beautiful in the future. (Blackboard: Future) Let's close our eyes and think quietly: What will our home, school, community and home be like in the future?

Health: I'm going to build a big swimming pool in the school.

Health: I want to build a football field in front of my home.

Teacher: I have a suggestion: Why don't we draw our own imagination or write it on paper and set up a display board with the theme of "My Design"?

Students complete the design with music and big screen pictures showing the beautiful scenery of Enshi, emphasizing cooperation.

Students introduce their works and post them on the exhibition board. The teacher gave encouragement and affirmation.

extreme

course content

Compulsory Education Curriculum Standard Experimental Textbook —— Hubei Education Edition Morality and Life Volume II Unit 1 Lesson 2, Rich Land.

Analysis of learning situation

Through the study of the first lesson "Where Do We Live", students have a preliminary understanding of the beautiful natural scenery and long-standing human landscape in their hometown. And in daily life, they also feel some natural resources in their hometown in many ways. However, for second-year students, it is difficult to fully understand the rich natural resources in their hometown due to the influence of age and geographical characteristics. Only through various channels, such as collecting relevant information before class, trying to make small ornaments with local characteristics, making special snacks and other activities, can students acquire knowledge, cultivate their ability and stimulate their love for their hometown.

Therefore, in view of the characteristics of the above subjects, I have determined that the teaching focus is: to understand various local specialties and rich local resources. The difficulty in teaching is that data can be collected in various ways and simply sorted out and applied.

In the process of breaking through the difficulties, teachers should pay attention to let students collect information before class and enrich their life experience. At the same time, teachers themselves should prepare a lot of content related to this course, enrich the teaching content and expand the teaching space. These materials should be in a form that students like to help them understand that there will be different majors in different regions, and gradually transition to our hometown and have their own majors.

Design concept

This theme has two theme activities: "Hometown Products" and "Special Snacks Taste Good". In the teaching of "Hometown Products", let students know that there will be various specialties in different regions, and there are also specialties in the place where we live. Through watching pictures, listening to stories, displaying ornaments and other activities, we can guide students to understand the rich resources of hometown products and stimulate their love for their hometown.

In the teaching of "Special Snacks Taste Good", the famous "Qing Ji Street" in Wuhan is introduced into the theme of special snacks. Through activities such as talking, singing, tasting, exhibiting and doing, students can know that there are many kinds of special snacks in their hometown and they taste good.

In the process of teaching, I designed activities:

The first class:

Where have I been?

(2) There are abundant products in various places.

(3) Hubei is indeed rich in products.

The second class:

(1) Visit Qing Ji Street.

(2) "Special snacks" I know.

(3) Try my small craft

Teaching objectives

Emotional attitude: Understand various local specialties and rich local resources, and initially form the emotion of loving hometown.

Behavior habit: cultivate the habit of cooperation with others, learn to live in harmony with classmates and work together.

Knowledge and skills: can use certain methods to investigate and understand the relevant information of rich products in the residence, try to make simple hometown snacks, and form preliminary labor skills.

Process and method: By participating in the investigation of hometown and the re-creation of hometown products, we can cultivate the awareness and ability of participation, and initially master the methods of collecting, sorting and expressing materials.

Teaching focus

Learn about local specialties and rich local resources.

Teaching difficulties

Data can be collected in many ways, and simply sorted out and applied.

Teaching preparation

Teacher preparation

1. DVD about Hainan scenery and characteristic Hubei and supplementary materials related to this lesson.

2. Related videos and pictures of special snacks in Qing Ji Street.

Student preparation

1. Products brought back when traveling.

2. Collect relevant information of Hubei specialty products.

3. I learned to cook special snacks at home.

Class arrangement

2 class hours

The first class, complete the content of the textbook P8-P9, entitled "Hometown Products".

In the second class, complete the content of the textbook P 10, entitled "Special snacks taste good".

teaching process

first kind

Activity 1: Where I have been.

Teacher: Students, where have you been? What impressed you the most there?

Summary: Every place has its own unique products to attract everyone.

Activity 2: Rich products in various places

1. (The courseware shows the illustrations on the P9 page)

Teacher: Where did you see it?

2. The teacher introduces the environment where coconut trees grow, so that students can understand that coconut is a specialty of Hainan.

Besides coconuts, there are many products in Hainan. Who has been to Hainan and what have you seen in Hainan? What gift did you bring back?

4. Students display their Hainan products in groups. Let's take a look at the products and talk about the characteristics of these products.

5. (Courseware: Play the video of Hainan Scenery)

Teacher: Let's feel the beautiful scenery of Hainan again.

6. (The courseware shows four pictures on P8 page)

Teacher: Do you know where this is made?

7. (The second picture on page P8 of the courseware) What are the people in the picture busy with? Can you name several kinds of tea?

8. Show courseware, several famous tea towns in China, in the form of words for students to read and remember.

Anxi, Fujian, the hometown of oolong tea in China.

Shaoxing, the hometown of pearl tea in China.

Wuyi, the hometown of organic tea in China.

Chaozhou Phoenix-the hometown of oolong tea in China.

Hangzhou-the hometown of Longjing tea in China.

China's hometown of black tea-Yingde.

9. Teacher: How do you feel when you see this?

Activity 3 Hubei is really rich in products.

1. Teacher: Students, where is our hometown?

2. Teacher: Before class, the teacher assigned an assignment to let you know what specialties we have in Hubei. Now, please talk about them.

3. Communicate with the whole class.

4. (Demonstration courseware: featured Hubei video) Teacher: How do you feel when you see this?

Second lesson

Activities a visit to "Qing Ji Street"

1. Teacher: In Wuhan, Hubei, there is a very famous snack street. Do you know where it is?

2. (Demonstration courseware: Play Busy and Delicious Qing Ji Street)

Teacher: Today, Teacher Wei will take everyone to the street to experience the lively scene there. While shopping, we must also pay attention to the special snacks here, and see who talks too much and can't repeat them.

Students are free to say the special snacks they see.

Activity 2 "Special Snacks" I know.

1. Teacher: Before class, the teacher asked you to investigate. Besides the special snacks you just saw in Qing Ji Street, what other snacks do you know in our hometown?

2. Students introduce and teachers show pictures of special snacks prepared before class. Beautiful bean skin, delicious Wuchang fish, dried fruit of Caidian, dried mandarin fish of Baiquan, Regan Noodles of Cai Linji ...

Activity 3: Try my little craft.

1. Teacher: Today, we will also hold a "snack street". Please take out the special snacks you learned at home and let us all have a taste.

Students make special snacks.

3. Show it to the whole class and ask the students to talk about their own making methods and what are the characteristics of this snack.

The whole class chooses the most authentic snacks with hometown flavor to eat.

Tisso

Teaching objectives

1, feel the beautiful natural scenery and cultural landscape of the place of residence, and stimulate the love for hometown.

2. Feel the joy brought by the beautiful scenery of hometown and its close relationship with people's lives.

3. Learn about the places of interest and their stories in my hometown.

Teaching preparation

Before class, teachers and students investigate the beautiful natural scenery where they live and collect photos or pictures of the natural scenery where they live.

teaching process

first kind

Activity theme: We are beautiful here.

1, talk guide: the teacher shows some photos of the natural scenery in his hometown, so that students can enjoy the scenery in the photos. This photo was taken where we live. Look, there are mountains and water here, how beautiful! Do you feel the same as me? Please also show the collected information to everyone.

2. Students are divided into groups, and the groups show photos of natural scenery in their hometown. Teachers patrol and find typical photos and pictures prepared by students.

3. Name several students, show and introduce the photos they collected.

The teacher gave some advice on how to introduce the students. Where did you take this photo? Who are there? What did you play that day? Are you happy?

Teachers, classmates and classmates can have simple communication and evaluation. )

4. Summary: There are many beautiful natural scenery in the place where we live.

Second lesson

Theme of the event: Keep it exciting.

Teaching requirements

When guiding students to collect photos, teachers must pay attention to whether students choose local scenery, whether they can find and tell the characteristics of their hometown in photos, and whether they express their appreciation and love for the beautiful scenery of their hometown in the introduction. Current teaching development

Group the beautiful photos or pictures collected and run a tabloid with the title "Look, this is where we live". Then, put the newspapers that each group has done well on the wall, organize the whole class to visit, and also organize mutual learning and exchange activities between classes.

Teaching preparation

Teachers and students collect photos of themselves playing happily in the beautiful scenery of their hometown before class.

teaching process

1, question guide: read the photos and pictures on pages 4-5 of the textbook. Do you think the photo and the scene in the picture are familiar? Look carefully at the expressions on the children's faces. What did you find?

2. Guide the students to observe and call the students to answer.

3. Summary points: Children swim in beautiful scenery and experience happiness.

4. Game: Happy through train.

(l) Conversation transition: Do you have a happy experience similar to that of the child in the photo? Can you share your happiness with everyone?

(2) Students are divided into groups. In the group, they show their photos collected before class and playing happily in the beautiful scenery of their hometown, introduce where the scenery in the photos is, and exchange their happy experiences there with friends.

(3) The group sent representatives to talk about their happy experiences in the class.

Please record your instant joy in the form of painting or writing, which can be done in cooperation with your classmates or independently.

The third category

Theme: There are many stories about scenic spots.

Teaching requirements

In the "Happy Through Train" activity, teachers should pay attention to guiding students to introduce their own happy experiences to friends or teachers, and also pay attention to listening to other students' happy experiences.

Teaching development

Carry out the exhibition and exchange activities of "the wonderful moment where I live" photography works, or organize students to form a photography collection group to take photos, and then sort out the photos and publish them in the whole class.

Teaching preparation

1. Before class, teachers and students investigate places of interest and their stories in their hometown.

2. Before class, the teacher prepares the hometown scenery film and the contrast map between the ancient Yellow Crane Tower and the modern Yellow Crane Tower.

teaching process

1. Dialogue guide: The place where we live is a famous historical and cultural city. Let's have a look.

2. The teacher plays the hometown scenery film and the students enjoy it together.

3. The teacher asked: What places of interest did you see in the scenery film? Name the students to answer.

4. Summary points: Today, let's get to know and understand the Yellow Crane Tower.

5. Look at the photos and introduction on page 7 of the textbook and think: Why should it be named Yellow Crane Tower?

6. Tell me about the legend of the Yellow Crane Tower.

(l) Students exchange the legendary information of Yellow Crane Tower collected before class in groups. Teachers should encourage every student to speak actively.

(2) The group sent representatives to tell the legend of the Yellow Crane Tower in the class.

The teacher guides the students to make simple comments on their peers' stories.

(3) Teachers show the contrast map between ancient Yellow Crane Tower and modern Yellow Crane Tower to guide students to understand the evolution of Yellow Crane Tower.

(4) Read the ancient poems about Yellow Crane Tower on page 7 of the textbook together.