How to utilize curriculum resources to promote students' good moral formation

The course "Character and Society" is a comprehensive course that takes the social life of primary school students as the basis, guides students to form good morals, and promotes students' adaptation to social development. At present, because our teachers generally do not have the ability to identify, develop, and utilize the resources of Character and Society, and do not know enough about the value of the curriculum resources of Character and Society, and because the teachers of Character and Society usually do not pay enough attention to this curriculum resource, many of the curriculum resources of Character and Society have not been excavated and cannot be quickly transformed to allow it to enter into the classroom teaching of elementary school, resulting in a lot of valuable character and morality and society. As a result, many valuable resources of Character and Society are wasted. So, how should elementary school teachers develop and utilize the rich curriculum resources of Character and Society?

One, the development and utilization of curriculum resources to follow the following principles

Combined with the "moral and social" this curriculum resources of the particularity of the author that the development of this curriculum resources should follow the following principles:

Open principle, to better develop and utilize the "moral and social" curriculum resources, we must take an open attitude to look at the fruits of civilization created by mankind, as far as possible, to put those who are conducive to educational and teaching activities. To utilize those curriculum resources which are beneficial to educational and teaching activities.

Economic principle, the development and utilization of the curriculum resources of "Character, Morality and Society", to achieve the best effect of curriculum development with the least expenditure and the least time.

3. The principle of targeting, in teaching and learning, we have to develop the curriculum resources of "Character and Society", the purpose is to be able to better fulfill the objectives of the curriculum of "Character and Society". Character and Society is a course that is designed to enable students to develop good character; therefore, our curriculum development should be centered on this goal.

Second, teachers need to establish a correct view of curriculum resources

First of all, the resources of "Character and Society" are very rich in content, which is the result of the combination of nature and society; the combination of visible and invisible; the combination of in-school and out-of-school; the combination of text and physical objects and so on. In the past, people often understood curriculum resources as textbooks and teaching aids, and this concept is one-sided. In fact, in addition to textbooks and teaching aids, teachers, classmates, parents, and people in the surrounding society are all part of curriculum resources. Curriculum resources exist in various forms in the vast nature, social environment and real life. However, if we can't utilize our subjective initiative to explore these resources, then the value of these resources can't be shown. Therefore, the development of resources requires us to take the initiative to discover.

Secondly, compared with other courses, Character and Society is the course that needs to develop and utilize all kinds of resources. This is because, Character and Society is characterized by its comprehensive nature, it is a comprehensive course. It is a comprehensive course. It integrates all aspects of education appropriately, with a wide range of contents, including character, legal education; patriotism, collectivism; national conditions, history; geography, environmental education, etc. And what the Character and Society class shows us is a broad and wonderful picture of life, which has a strong sense of the times and realism.

Moreover, there is no good or bad curriculum resources. The same curriculum resources, teachers use different, curriculum resources reflect the value is not the same, the value of curriculum resources, depending on how teachers to develop and utilize. For the development of curriculum resources, not the more the better. Because the development of curriculum resources, in order to better achieve the goals of the curriculum teaching. If the developed curriculum resources are not closely related to the objectives of the curriculum, then the developed curriculum resources will lose their value. We can use communication, learning, publicity and other methods to raise teachers' awareness of curriculum resources, and give full play to the role of school, family and society.

Three, combined with the actual development of curriculum resources

Curriculum implementation is particularly important in the development of the "Character and Society" curriculum, and the curriculum is implemented through teaching activities. This requires teachers in teaching, to synthesize the actual situation of elementary school students in grades three to six to develop curriculum resources, specifically to do the following:

1. Creative use of teaching materials

The difference between teaching materials and other reading materials is that the materials should be used to achieve the students' self-construction through the teaching of the development of the students. Teaching materials are the basis of teachers' classroom teaching, in teaching, teachers should combine their own style of choosing teaching materials, processing and re-creation of teaching materials, so that it is in the teaching and the students' existing emotions, attitudes and values collision, to motivate students. If teachers want to lead the teaching with teaching materials, they must be the decision makers and re-creation of the use of teaching materials, instead of passively imparting knowledge. The curriculum standard is the reference for teachers to teach, the materials are chosen according to children's life, and teachers bring the materials to primary school students to lead their classmates into the future, so in this part of the process, it is the teachers who are using the materials to teach the students rather than teaching the materials to the students. Journal article classification query, as far as possible in the periodical library teachers should contact the region, the specific situation of the school students, mining a variety of useful curriculum resources processing materials, so that our teaching activities become colorful. Such as "things are developing and changing" lesson, in order to allow students to further argue that everything in the world is constantly changing and developing this truth, the teacher drew a large barren wasteland in Huizhou before the desolate scene, and let the students look at today's Huizhou high-rise buildings in the prosperity of the scene, so that the students appreciate the current Huizhou a year, a few years of great change for themselves as Huizhou people and proud, and ambitious, determined to grow up for the Huizhou and the motherland's takeoff contribute their own strength. So the design of the teaching situation, to create a good atmosphere for students, students will be touched by the feelings, inspired by love of the motherland, love of home thought and feeling, so as to improve the quality of thought.

2. Tapping into teachers' own resources

Teachers are the facilitators of curriculum implementation, curriculum development and research, the main body of the development and utilization of curriculum resources, and teachers themselves are also a curriculum resource. Therefore, teachers also need to tap into their own resources, according to the form of curriculum resources exist inside and outside the school, work creatively, so that they become the most important person in the development and utilization of school curriculum resources. In addition to developing curriculum resources, teachers should also teach creatively according to the state of existence of curriculum resources in the school, so that they become the most important people in the development and utilization of curriculum resources in school education. For example, the author in the lecture "again to the volcano line" a lesson, first of all, this way: "the story of the little hero Lai Ning has come into thousands of households, his piles and pieces of touching and moving deeds, all of which inspire us to study hard emotion." Then began to tell the story, the students into the storyline, which not only rendered the atmosphere, but also make the students began with a passion into learning. The ending further draws the emotion into depth. The author sums up in this way: "A Lai Ning fell, a thousand Lai Ning stood up, let us take Lai Ning as an example, set up a revolutionary ambition from childhood, for the motherland's takeoff and study hard, work hard!" Throughout the teaching process, the author maintains a full and invigorating emotional state, attaches importance to their own emotional input, fully grasp the goal of emotional cultivation. The beginning of the superb language to make students emotional, in the middle of the vivid narrative to make students understand, and finally a rich passionate conclusion to the sublimation of the students' emotions.

3. Good at discovering students' resources

Teachers should respect the students' experience of life and guide them to perceive life and understand morality in their unique activities. The Character and Society class focuses more on students' practical activities, which takes students' development as the starting point and prompts students to gain experience through activities. Let the curriculum return to students' life, so that the curriculum is beneficial to students' development. The teaching of Character, Morality and Society should integrate the knowledge and norms into the students' daily life, so that they can experience the "personal meaning" of learning, and make the students get comprehensive improvement and develop in the activities. Our school is located in a rural area, and most of the students have farmland at home, where they are able to see the growing process of these crops, and many of them also help their families with farm work. From land preparation, seeding, weeding, fertilizer to harvest this process students know very well, but the operation of the students did not experience, so in the homework, I often ask students to use the weekend time, follow their parents to the mountains to participate in some of their own ability to participate in the labor, and record the parents of the labor process, the labor of some of the technical skills, etc., some students to record their own with their parents planting, as well as their parents to him! Some students record the process of planting rice seedlings with their parents, and some record the experience of picking wild fruits with their parents, and so on. In the classroom, students will read their records aloud, which will be used as materials for the class to exchange and discuss. In this way, students have a personal experience and practice, not only can broaden their horizons, but also appreciate the hardship of their parents, cultivate students are not afraid of hard work, not afraid of the spirit, inspire students to study hard, motivation, and lay a good foundation for future development.

4. Make full use of community resources, parental resources

Community refers to a certain geographic area social groups to carry out certain social activities. The community supplies students with the space for social interaction and geographic area of activity; at the same time, the community has a great influence on the formation of the concept of primary school students, the development of life is also a great influence. The community is a unique curricular resource, which has advantages that cannot be compared with in-school resources. Those infrastructures in the community are important places for students' character education, such as community libraries, sports centers, training centers, and local unique cultural landscapes, etc., are all important curriculum resources. Developing and utilizing community curriculum resources can, on the one hand, eliminate the bias in teachers' understanding and prevent the waste of resources, and on the other hand, it can also lead to the effective implementation of the Character and Society curriculum. The new curriculum reform puts forward the requirement of fully developing and utilizing community resources, which can open up a wider space of social practice and more exciting activities for students. In the "moral and social" class teaching, teachers should make full use of community resources.

Parents' resources mainly refer to: students' grandparents, fathers, relatives, students' guardians, parents are the core of students' family education. In addition to that part of the time in school, students spend almost all the other time at home, for the child's basic situation, parents know more than school teachers, such as the child's behavior, emotional experience, the student's ideological dynamics and so on. No matter which student's parents are, they are very concerned about cultivating their children's character and providing an environment for their children's healthy growth. It can be said that parents are a very important curriculum resource in training students to form good behavior and adapt to the development of society.