Compulsory Education Curriculum Standard Test Textbook Character and Society (Fifth Grade Book) Lesson Plan

The Compulsory Education Curriculum Standards Pilot Textbook Character, Virtue and Society (Grade 5 Book)

Tao Yuanhong, Chongqing Municipal Academy of Education and Science

Curriculum and Teaching Materials Research Institute

Zeng Jing, Comprehensive Liberal Arts Curriculum and Teaching Materials Research and Development Center

Humanistic Teaching (Hanyu Jiao) edition of Character, Virtue and Society (Grade 5 Book)

is a starting textbook for the upper grades, and the material has some developments on the basis of the main features of the middle grades textbook of the Hanyu Jiao edition of Character, Virtue and Society. On the basis of the main features of the middle grade textbook of the RENJI version of Character and Society, there are some developments as follows.

(a) In the content from the family, school, community as the main content of education, expanding to the knowledge and understanding of the motherland and other major content. For example, the first book of the fifth grade arranged "I love the motherland mountains and water" "we are all children of China" two units, this content accounts for 50% of the total amount of teaching materials. At the same time in the students' personal life and school life content reflects the spiral advancement level. For example, the education about integrity, not only from the perspective of personal cultivation, from the perspective of the traditional virtues of the Chinese nation, but also from the social level, from the perspective of the gradual establishment of the credit system of the modern society to look at integrity, so that students understand that integrity has been used as one of the legal principles of the modern society, it is a kind of legal behavior that people must comply with; education about democracy, not only focusing on the enhancement of the students' awareness of democracy, but also focusing on the cultivation of students' democratic ability. focuses on the cultivation of students' democratic ability.

(2) The content of the textbook has a higher level of synthesis. Fifth grade textbook involves sociology, history, geography, political science and other aspects of knowledge, the textbook is written with attention to the overall and comprehensive knowledge of the students, to avoid detachment from the students' life and only teach students some subject knowledge, the textbook through a certain theme will be a high degree of synthesis of related knowledge, breaking the boundaries between the disciplines, so that the students learn to learn to look at the problem in a connected way, The textbook breaks down the boundaries between disciplines by highly synthesizing related knowledge through certain themes.

(3) Attention has been paid to highlighting the core values of the curriculum, namely, "helping students to participate in rituals and learn to be human beings". The Standards for the Character and Society Curriculum for Full-time Compulsory Education (Experimental Draft) clearly states that the nature of the curriculum is "a comprehensive curriculum that promotes the formation of students' moral character and the development of their manners". Therefore, the textbook emphasizes the importance of helping students to form some basic concepts and awareness of how to conduct themselves in the world and to stimulate positive moral feelings through the study of this course. In the process of preparation, the content of education about moral character is not to give students knowledge, but through specific examples in life, so that students get the basic concepts of how to deal with people, stimulate students' moral feelings and moral aspirations, and the stimulation of moral feelings and aspirations and students' practice; the content of education about the community does not give students knowledge but to let the students learn to learn the method of dialectical thinking, so that they learn to look at the social life of many issues, should be the best way of life. Many problems in society should be viewed historically and dialectically.

(4) Attention has been paid to the organic combination of paradigm and instrumentality.

Exemplary is one of the basic features of the new curriculum materials, which still emphasize the guidance of students' learning activities through examples, and at the same time pay attention to presenting students with typical examples, i.e., stories and data, to guide students to think and analyze the problems, and to change the way of the past textbooks which provide students with more ready-made conclusions. Instrumentality is also one of the basic features of the new curriculum. The fifth grade textbook emphasizes that each lesson should have a certain amount of information content, therefore, the textbook provides richer learning materials, and there is an increase in the amount of text; the textbook provides students with a certain amount of information through small boxes, such as aphorisms, trivia, basic concepts, values, and so on, with the aim of achieving the goal of providing students with the necessary crutches in their learning, and mastering and passing down the mainstream values advocated by the society.

(v) Enhancement in the development of students' ability to learn through independent inquiry.

The textbook pays attention to the guidance given to students on learning methods, and pays attention to the space left for students to use their own brains and hands, such as the lesson "How vast is my motherland", the textbook recognizes the vastness of the motherland and the administrative divisions of our country by letting students spell out maps and write their home addresses; and through the creation of contexts, students are allowed to experience them, such as the lesson "Clearly You Believe in Me", through the creation of contexts in which other people have lost faith in The creation of their own breach of trust situation, so that students experience the feelings of dishonesty to others; through the moderator to put forward questions with high thinking value, so that students to think, to explore. In terms of content, the textbook*** arranges four units, which are introduced as follows:

Unit 1 "Let Honesty Accompany Me"

This unit centers on the theme of honesty, from guiding the students through the feelings of being honest and dishonest to the connotation of honesty to the understanding of the problem of social honesty. The second unit "our democratic life" centers on the topic of democracy, from democratic election, democratic consultation, democratic participation, democratic management and other aspects of the initial democratic awareness of students. And from the democratic life of the class to the democratic life of the school, and then to the awareness of the democratic life of the society. The third unit "I Love My Motherland and Water" focuses on making students establish territorial awareness, integrating the education of the motherland's boundaries, territorial area, administrative divisions, famous mountains and rivers of the motherland, the fact that Taiwan is a part of China's territory, and the love of the Chinese People's Liberation Army. The fourth unit "we are all children of China" mainly let students know that China is a unified multi-ethnic country, know that the Chinese culture is created by the children of all ethnic groups **** with the creation of the various ethnic groups have their own different customs and habits, the people of all ethnic groups to understand and respect each other, **** with the maintenance of national stability and unity. Knowing that the Chinese living overseas have an unbreakable love of China.

Specifically, the arrangement of the first unit of "Let Honesty Accompany Me" is based on the following considerations: First, the immoral phenomenon of loss of sincerity and trust in the current social life is more prominent, these social phenomena erode the school campus, bringing a negative impact on the healthy growth of elementary school students. On the other hand, the stability and further development of China's market economy needs integrity, especially now, China has joined the WTO, whether honest and trustworthy, to comply with international business rules, is directly related to China's participation in international competition. Recently, General Secretary Hu Jintao put forward the "Eight Honors and Eight Shames" in the special sometimes the requirements of integrity: honesty and trustworthiness as a matter of honor, to see profit and forget righteousness as a matter of shame. And honest and trustworthy character must be cultivated from childhood, the legal concept of integrity must be established from childhood. Therefore, it is very important to strengthen the education of honesty and trustworthiness.

The difference between this unit and the past ideological character education is that it focuses on stimulating students' moral feelings and moral aspirations to be honest and trustworthy. Students will not only look at honesty from the perspective of personal life, but also from the perspective of social compliance with the law. Let students understand that honesty is not only a matter of personal moral cultivation, but also a matter of social morality and legal norms.

This unit*** arranges three themes:

The first theme, Please Believe in Me, the second, Honesty is Gold, and the third, Society Calls for Honesty, cover the connotation of honesty, the value of honesty and building integrity.

The first theme is "Please Believe Me" which has three teaching focuses: firstly, to let students know that to be a person should be reduced to truthfulness and trustworthiness; secondly, to let students know that a person who is untrustworthy will bring unhappiness to the other party and lose other people's trust; and thirdly, to sense the connotation of honesty and be willing to be an honest and trustworthy person through exchanging ideas.

This lesson is organized into two topics and one activity. The first topic "what kind of people can be trusted", in this topic, the textbook first to guide students to contact their own life experience and thinking, through the form to fill out so that students understand the integrity of the people can get the trust of others, and then by reflecting on "I am a trustworthy child! Through filling out the form, students will understand that only those who are honest can be trusted by others, and then through reflecting on "Am I a trustworthy child? The text in the small box shows students the connotation of honesty and trustworthiness, giving them clear guidance from the front. Unlike previous textbooks that tend to treat students as objects of lectures and moral judgment, the textbook here pays attention to cultivating students to become the objects of moral judgment. The textbook here pays attention to cultivating students to become the subject of moral upbringing and respects their subjectivity.

The second topic "when friends break faith", the textbook first lists the life of friends of the question of not keeping promises and telling lies and other typical examples, through the "whispering mailbox" to let the students contact their own life, experience dishonesty to themselves. The students will be able to experience the inner feelings that dishonesty brings to themselves through the "whisper box". Through the "into the integrity of the paradise" activities, so that students further deepen the understanding of integrity, while guiding students to understand honesty and trustworthiness should have behavior is what.

The teaching of small classes should pay attention to the protection of students' self-esteem, and should not lead to the teaching of some children's criticism or self-examination; to avoid preaching. The ultimate in moral cultivation is not to make students memorize a few moral precepts, but to make them improve their moral sentiments and develop a good moral crystal quality. And in the whole process of moral cultivation they can experience fulfillment, joy, happiness and gain a kind of spiritual enjoyment. This is also the concept of "moral enjoyment" proposed by some scholars. The title of the activity in the textbook is "Entering the Integrity Paradise", and the word "happiness" implies such a concept. The first thing you need to do is to get a good idea of what you are doing and how you are going to do it.

Theme two, "honesty is gold," has three key teaching points, one is to guide students to further understand the importance of honesty and trustworthiness; second is to know that honesty and trustworthiness is a traditional virtue of the Chinese nation; third is to allow students to know through the investigation, know that if you don't believe in honesty and trustworthiness, the people who will be harmed are not only other people, but also themselves. Not only individuals, but also groups and society.

This lesson is organized into two topics and a "story and reflection". The first topic "which is more important", the text through two stories to let students understand the importance of honesty - honesty will affect all aspects, and with the motto of the ZiLiZi to summarize and refine - - to let students understand that honesty is the key to the success of a person's life.

The second topic, "If there is no honesty", is an example from the point of view of society as a whole to guide students to observe and recall the harm, inconvenience and trouble that dishonesty and unbelief bring to others in life. The two stories listed in "Stories and Reflections" are "The Story of Zeng Zi's Killing of a Pig", which makes students understand that honesty and trustworthiness are the traditional virtues of the Chinese nation. The story of "The uproar caused by plagiarism" is designed to strengthen students' understanding and appreciation of the meaning of honesty. These two stories, one Chinese and one foreign, one ancient and one modern, are intended to make students realize that honesty is no small matter and honesty is gold. Such classic stories have been presented in the past in the context of ideology, but the difference is that here, instead of just letting students know the content and meaning of a particular story, it is used as a case study material for thinking about the issue.

This lesson should be noted that although the teaching of honesty and trustworthiness of the issue of students in the reasoning can be recognized, but in real life is very confused, the teaching should pay attention to not simply let: students to recognize the right and wrong, but also should guide the students through the analysis of the case, to establish a correct concept of honor and shame, and to develop a sense of justice and social responsibility.

Theme three "society calls for integrity" has three teaching focus, one is to guide students to understand the social life of the integrity of the case, feel the various subjects of the community on the integrity of the expectations; the second is through the social life of honesty and dishonesty case analysis and comparison, understand that honesty is the basic requirements of the modern commodity society is to join the WTO, the compliance with the relevant rules of the inevitable requirements; the third is to understand that honesty is a legal principle in modern society. A legal principle in modern society, is the basic legal code of conduct for people in all walks of life to comply with.

This lesson arranges two topics, "Credit in Social Life" and "Integrity through Action". The first topic by providing examples to guide students to recognize the social life of the various commitments, so that students feel that modern social life can not be separated from the credit, the community calls for integrity. The second topic through the "Haier smashed refrigerator" and "the rise and fall of the Wenzhou shoe industry" two examples, so that students understand that a unit, the vitality of the enterprise lies in the quality, lies in the credibility. In modern society, under the constraints of the rules, the integrity of the brand is easy to destroy and difficult to build, we should always be honest. Through the "Activity World" to guide students to put forward ideas and measures on the integrity and dishonesty around them. The problem of honesty is a matter of concern, and we are willing to do our part to create a society of honesty and integrity.

Teachers should pay attention to the teaching of this lesson to guide students on the social life of honesty and dishonesty of the analysis of events, comparison, triggering students to think, cause students to discuss, so as to make clear that honesty is the quality of the modern society on the basic requirements of human qualities, is the basic requirements of the various trades and professions, is the accession to the WTO, the compliance with the relevant rules of the inevitable requirements. Teachers can also guide students to carry out social simulation activities, such as allowing students to open a store of integrity, put forward measures of integrity, from the simulation of the experience and understanding; attention to social integrity issues, and motivate themselves to practice integrity.

Unit 2 Our Democratic Life

The starting point for arranging this unit is that the democratization process in our country needs citizens with democratic consciousness and ability. And the cultivation of democratic consciousness needs to start from childhood. At present, the democratic consciousness of our primary school students is relatively weak, and the opportunity to practice democratic life has been neglected.

This unit pays attention to the cultivation of students' democratic consciousness, but also pays attention to guiding students to improve their ability to participate in democratic life. Let students start from the closest and most common things, let students through participation, discussion, comparison, etc., to learn some basic methods of democratic life, to develop the ability to participate in democratic life.

In democratic life, rights and obligations coexist. Therefore, this unit lists a variety of democratic life pay much attention to the rights and obligations associated with the embodiment, so that students feel the basic characteristics of democratic life from childhood, and learn from childhood in the exercise of their rights while consciously fulfill their obligations. This unit consists of four themes.

Our election of class officers/who has the final say in collective affairs/I am a participant/democracy in social life. The first three themes discuss the topic of democracy in school class life, dealing with forms of democracy such as democratic election, democratic consultation, democratic participation, etc., while the latter theme extends the scope of discussion to society.

Theme 1, "Our Class Cadre Election", there are three key points in the teaching of this lesson, one is to be able to combine the reality of their own collective, in accordance with the election of cadres of the Pioneers in accordance with the basic procedures for the election of cadres; secondly, in the activities of the election to correctly exercise their own rights, and to be able to relate to the actual discussion of cadre standards, the problem of the candidates, and from this to find the progress of all the progress of the collective progress of the best way; thirdly, through the exchange of ideas and discussion. Understand that being a cadre is to serve everyone, no special rights, so that students from childhood to establish the idea of serving the people.

This lesson arranges two topics: "How to choose cadres" and "What is the purpose of being a cadre". In the first topic, the students are shown the basic procedure of electing the cadres of the Pioneer Squadron in a graphic way, and through the discussion of the issue of "the criteria for electing cadres", the students are guided to understand that the basic criteria for electing cadres are to be able to serve the people enthusiastically, to be responsible and to have the ability to do things, etc. The information in the small box is the basic criteria for electing the cadres. The information in the box is about the provisions of the Young Pioneers' constitution on the election of cadres, which gives students a clear message that the democratic election of cadres should be strictly practiced and that the practice of appointing cadres is prohibited. By citing some representative phenomena, students can discuss them in the context of reality and understand that we should exercise our rights in the election of cadres, be fair and just, and elect cadres to the satisfaction of all from the perspective of the collective interests. The "Activity World" is to guide students to talk about the reforms that have been carried out in their own classrooms or what reforms can be carried out. The system of election of cadres plays a role in mobilizing students to participate in the democratic management of the school and in training students.

The second topic is mainly for the current influence of some students by the society, think that when in the Department can have privileges. Can get benefits, as well as some cadres of the students' sense of responsibility and not enough to serve the phenomenon, through the discussion of the cadres to let the students understand that they are elected to serve, cadres do not have special rights, cadres have to bear their own responsibility. This lesson teaching should allow students to have different views on some issues, the cadres in the election of some improper practices and cadres show some inappropriate ideas and practices, it is not appropriate to contact the specific person for discussion, can be through the absence of a situation, or some examples to guide the students to discuss, help students to raise awareness.

Theme two "collective who said" this lesson has three teaching focus, one is through the connection of practical and experience, understand the collective should be discussed, know that this is a basic principle of democratic life; two is to learn some of the basic methods of discussion with the people to do things, and the third is to discuss things with the process of meeting some of the emergencies can be dealt with appropriately.

This lesson arranges two topics: "discussing things" and "learning to discuss". The first topic presents the troubles of small cadres, and inspires students to know how to discuss things with everyone. Through several collective deliberations, students will understand that in our collective, there are a variety of ways to discuss, and these ways can help us make some satisfactory decisions. At the same time, the textbook also gives a brief introduction to the Young Pioneers' Congress to help students further clarify the democratic practice that collective matters should be discussed with everyone. The scenes of collective deliberation are presented to make everyone understand that everyone should make suggestions for collective matters. The voting scenario is to inspire everyone to understand that when there is disagreement, decisions can be made by adopting democratic practices such as majority rule. And it prompts students to find more and more appropriate ways in connection with reality.

The second topic, by presenting the situation of students' discussion, allows students to understand that when discussing things, they should learn to listen and not interrupt others; learn to express their opinions clearly; learn to coordinate, and when their opinions are not adopted by others, they should be open-minded and follow the majority. The purpose of the "Hearing Code" is to allow students to summarize and summarize the results of the seminar and be able to practice them.

Simply put, the first two topics are mainly related to two aspects: the collective things we have the right and obligation to **** the same decision-making, when discussing the time to learn to discuss, and follow the democratic practice of making decisions.

Teachers in the teaching of this lesson, pay attention to create a collective thing we discuss the atmosphere, and can be for the actual class to choose an example to let everyone according to the relevant procedures and methods of discussion, so that students can experience in the teaching of life, we discuss the democratic atmosphere. In the usual class life, we should also pay attention to create this kind of things we discuss the democratic atmosphere, so that the content of the teaching in the actual life of the concrete embodiment, this is to strengthen the classroom teaching timeliness of the very important practice. At the same time, the class should also pay attention to let the students master the collective things collective discussion of the basic method.

Theme three "I am a participant" in this lesson, there are three focuses, one is to let the students in the reality of the collective life to feel the practice of how to implement the rights and obligations; the second is to actively do for the collective to do what they can, enthusiastic service for all; third is to learn to manage their own management of themselves in their own management of their own will learn to division of labor.

This lesson arranges four topics: "Can we not participate", "What can we do", "Managing ourselves", "Participation without limits". "Four topics. They start from fulfilling the obligation to participate in collective activities and things, to the various ways of participation.

The first topic is shown through the situation, so that students can understand: "When the collective discussion, we have the right and obligation to actively express their own opinions, and after the democratic decision-making plan of action, have the responsibility to follow the implementation."

The second topic is to guide the students to discuss the ways in which we can do something for the collective and serve everyone.

The third topic allows students to relate to reality