Record typical examples of related activities or thoughts and morals.

Record related activities or typical cases of ideological and moral education _ Application of "case analysis" in junior middle school ideological and moral teaching. The application of "case analysis" in the teaching of ideological and moral course in junior high school is to let students better master the knowledge and skills of ideological and moral course, form their abilities and develop their intelligence. In teaching, we use typical examples to illustrate and explain the contents of textbooks and inspire students to understand the teaching behavior of textbooks. This is the so-called "case analysis" teaching method. It is a beneficial attempt to adapt the teaching of ideological and political courses in junior middle schools to the changes of new textbooks and change the traditional teaching methods. First, the main teaching value of case analysis teaching method is 1. It provides a cognitive basis for mastering indirect experience, especially the abstraction and summary of indirect experience.

Students always know and master abstract and generalized knowledge that cannot be directly perceived based on direct experience, perceptual knowledge and existing knowledge. Case analysis can greatly improve the intuitive effect of teaching, make students' understanding of abstract knowledge based on perceptual knowledge, simplify complex problems, make abstruse problems easy to understand, visualize and concretize abstract problems, and play a role in simplifying the complex.

2. Deepen understanding and promote students to understand the essential characteristics of things. Students' understanding of knowledge is realized by thinking, but only on the basis of rich, typical and accurate perceptual materials can they compare, analyze, synthesize, abstract and generalize better, so as to understand the essential laws of things. When perceptual materials are insufficient or atypical, students will understand through thinking that they can't directly perceive some of the same characteristics of things, but they can't distinguish which are the essential characteristics of things and which are just the external characteristics of things. Teaching experience has proved that listing typical examples is an effective means to promote students to understand the essence of things.

3. Stimulate students' interest and attract their attention. For example, we can use the past to describe the present, or use things to express our feelings, or use small to compare big, or use shadows to attach shapes, which are vivid, so as to stimulate students' interest in learning, mobilize students' enthusiasm for learning, attract students' attention and enliven the classroom atmosphere.

4. Reduce the learning difficulty and improve the memory effect. Because most of the appropriate and typical examples have distinctive features, they are not only convenient for students to deepen their understanding of things, but also easy to arouse students' interest, so they can make students' learning relaxed and happy, reduce their learning pressure and reduce their learning difficulty. It is precisely because of the appropriate and typical examples that students can easily concentrate and concentrate, so it is easy to strengthen students' memory and help them firmly grasp what they have learned.

Second, give examples in class. The main way of "case analysis teaching" is 1. Explain with appropriate and exact typical cases. Classroom examples should be aimed at the key points, difficulties and doubts in teaching. Based on students' knowledge level, understanding ability and life experience, examples or personal experiences that students can easily observe and imagine can be directly targeted theoretical concepts, objective things with similar values, or counterexamples. No matter what kind of example, we should pay attention to the internal connection with the teaching content, which can typically reflect the key to the problem and the law of things. For example, if we respect objective facts, have scientific basis and correct principles, then our persuasion will be strong, which will easily inspire students' thinking and help them understand problems.

2, classroom examples should be timely, seize the opportunity. You can tell some examples before class to lead to questions, arouse students' suspense and stimulate students' desire to explore; Some examples can be told in class, which plays a connecting role; After the new teaching content is finished, you can put some examples to illustrate the previous theory or explain the basis of the previous theory. The most common opportunity is when students perceive new knowledge and have a certain impression on new textbooks, and then teachers use it when explaining new textbooks. At this time, the main purpose of using examples is to promote students' understanding of the content of the textbook. Other opportunities are: when new concepts and new knowledge are introduced; When the learning content may produce negative transfer; When the learning content is complicated and difficult to understand; When students have universal problems in their study.

3. For example, we should pay attention to the unity of knowledge and ideology. Let students receive corresponding ideological and moral education while feeling vivid examples, and ideological and political teaching should undoubtedly attach importance to this requirement. When expressing examples, we should not only use accurate words, use sentences in accordance with grammatical rules, be clear and logical, grasp the tone, speed and emotion, and use vivid language, but also cite simple, appropriate, natural, life-like and easy-to-understand examples. It is easy to promote students' understanding of knowledge and concentrate their attention.

4. Give more positive examples. Giving positive examples can promote healthy atmosphere, set an example, motivate students to make progress and prevent students from absorbing harmful ingredients from negative examples. The basic ideas and principles in textbooks cannot be explained by imperfect and inaccurate examples that are still under discussion, otherwise the original meaning of principles or concepts may be misinterpreted. In particular, some hearsay gossip should not be used to explain or explain the basic contents of textbooks. The examples given by the teacher, whether big or small, domestic or foreign, ancient or modern, must be true and not exaggerated or belittled.

If you talk nonsense, make things up and exaggerate, it will not only affect students' correct understanding of the content of the textbook, but also make students have rebellious psychology and distrust or disdain for teachers. At the same time, we should give more examples with a sense of the times and freshness, which can make students feel more cordial. On the contrary, if we always repeat the examples that students are already familiar with, it will not only arouse students' enthusiasm for learning, but also interfere with the teaching process.

Example is an auxiliary way of teaching, but the purpose of teaching is to make students master the content of teaching materials by promoting students' perception and understanding of the content of teaching materials, and to promote students' development on this basis. The cognitive development process of students has the general characteristics of human cognitive development from known to unknown, from surface to inside, from shallow to deep, from individual to general, from phenomenon to essence, so giving examples is an indispensable and important teaching method. Because the content of the textbook is simple and general, it is difficult for students to understand the teaching content without examples in the whole teaching process; Mastering teaching content is an indispensable means to realize development. A typical example of vividness, naturalness, appropriateness, wit, elegance and propriety is not readily available. It comes from teachers' in-depth study of teaching materials, familiarity with life, comprehensive understanding of students and persistent pursuit of career. Therefore, the case analysis teaching method of junior high school ideological and political course requires teachers to correctly select teaching auxiliary cases, use them flexibly and skillfully, change the theoretical image, turn the abstract into concrete, simplify the complex, organically combine the contents of teaching materials with the selected cases, and combine teaching with reason, reason with people to give full play to students' dominant position and improve their learning enthusiasm.

Record related activities or typical cases of ideology and morality _ My junior high school thinking teaching story My junior high school thinking teaching story In the ideological and moral teaching activities, I have been carrying out an activity-telling the time before class. Current affairs reports are selected and sorted by students themselves, and finally commented by teachers. This effectively combines classroom content with practice. It not only increases students' knowledge, but also broadens their horizons. More importantly, it cultivates their language expression ability and students' awareness of caring about state affairs. Before I start my class, according to the usual practice, all the students who come in in turn should take the initiative to go to the podium and start their three-minute report with the applause of their peers.

However, as soon as the bell rings, the classroom appears quite quiet. Everyone is waiting for someone to come out. I looked around the class. I saw a classmate borrow a newspaper in a hurry. Without applause, he stood up and read a piece of news he picked up at random. Obviously, the most important thing in the report is to have his own point of view, which he lacks. After reading it, I said that this classmate was not ready, and there must be his own reasons. What we want to hear is his complete report. Tomorrow's opportunity is still his, and all of us should support him. Applause sounded. The opportunity came back and he cherished it. The next day, he made a systematic report on the North Korean issue according to the "six-party talks" between China, the United States, Russia, Japan, the DPRK and South Korea at that time.

The report lasted 10 minute, and the applause lasted 10 minute. After the report, I made a comment: this classmate is very attentive and has studied this problem deeply, which may be beyond the reach of the old teacher in some aspects-it is no exaggeration to say that I admire him very much. So I said, as long as you put your heart into it, you can get things done. I suggest we give him a big round of applause again. The applause rang again for a long time. Since then, this classmate has done a lot of things with great care and sincerity. I have seen his continuous progress-this is the true happiness of a teacher. Giving students more opportunities means giving yourself a happy opportunity. Expectation is a deep and loving emotion that can touch students' hearts most, and it can produce a strange and huge spur and appeal to students. Therefore, the choice of educational opportunity is very important. Look at the problem dialectically in class. When a student makes a mistake, he can realize it himself. By this time, he was guilty. At this time, the teacher should grasp the changes of students' psychological state and give them opportunities appropriately, so he will make up his mind to do well. My educational story about how to do a good job in the ideological and moral course standards for teachers stipulates the nature of ideological and moral courses.

This course is a comprehensive compulsory course to lay the foundation for the healthy development of junior and middle school students' ideology and morality. It is mainly characterized by the combination of ideological, humanistic and practical. After the implementation of the new curriculum reform, disciplines tend to be more comprehensive. Although Mr. Si Pin can't be a "global expert", he should at least be a "PHS". The new curriculum puts forward higher requirements and challenges for teachers of Sipin.

First, keep pace with the times and constantly update our knowledge. Thinking discipline, like other disciplines, has a process of knowledge renewal. The textbooks of other subjects are basically stable, even if there are some changes, it is only the adjustment of knowledge. Subject teachers can better cope with the curriculum reform as long as they have solid basic knowledge and skills. The thinking process is different, except for the adjustment of knowledge and the change of system. More importantly, the content of the lectures changes with the changes of the times, the progress of society, the development of science and technology and the adjustment of the party's line, principles and policies. They describe it this way: the textbooks of Sipin are changed every year and every three years, and they have changed a lot. When the agreement was not changed, the document came again. As far as its main nature is concerned, it is impossible to remain unchanged, but the change is absolute, just the range of change. Keeping pace with the times is determined by its essence. In this way, the teacher of Sipin class, even an old teacher who has been teaching all his life, is still a new teacher who has just taken up his teaching post, and is always a pupil in the face of the process of constantly learning and updating his knowledge.

Second, keep pace with the times and pay close attention to current events. Thinking is a course to teach students Marxist theory, publicize the Party's line, principles and policies, and strengthen the education of Socialism with Chinese characteristics's national conditions. Integrating theory with practice is the first principle that must be adhered to when thinking about quality problems. In order to better combine theory with practice, teachers who think about quality must go out of textbooks, out of classrooms, out of society and out of the international community. Usually, we should pay more attention to international and domestic news, often watch news broadcasts, pay close attention to all kinds of newspapers and magazines, have a deep understanding of policies, and grasp the latest trends of current affairs, so as to "care about family affairs, state affairs, what's going on in the world and everything."

The characteristics of the four-product discipline determine that the four-product teacher must be familiar with current affairs and politics, otherwise he may make jokes and make a fool of himself in front of colleagues and students. In normal times, we often encounter a situation like Bo Gu. Some teachers encounter problems with policies or current affairs, and the first thing that comes to mind is to ask Mr. Sipin. At this time, if Mr. Si Pin can blurt out and easily answer other people's questions, they will take it for granted. After all, they are Sipin's teachers and should know this knowledge. However, once the four-product teacher is poor in this respect, his mind will be blank. Third, he went into his mind and did ideological work well. Ideological discipline is the main channel of moral education project. Teacher Sipin is responsible for the multiple tasks of educating students on Marxist righteousness, national conditions, good ideological and moral character, behavior habits and good psychological quality, and ideological and political education is his duty. To do a good job in ideological and political education, especially in the face of students' increasingly complex ideological and psychological problems, teachers with ideological quality must have a higher, deeper and more systematic psychological trend and master the general skills and methods of psychological consultation. Only by understanding pedagogy and psychology and students' psychology can we accurately grasp students' psychological pulse and education be targeted; Only by applying psychological knowledge to daily education and teaching can we unlock students' minds, make them take the initiative to accept knowledge and continuously improve their ideological and moral quality. Therefore, teachers with thinking quality must go into students' hearts and seriously study their psychological state; At ordinary times, we should study pedagogy and psychology seriously, so that we can cure diseases in education and educate students to be rational, and moral education can be deeply rooted in people's hearts and produce practical results.

4. Mastering history, Bo Gu can understand the old saying that "politics and history are not divided". Teachers in Siping should not only master the contents of Siping textbooks, but also have certain attainments in the basic knowledge of history. As we all know, a lot of theoretical knowledge comes from historical knowledge, which is a summary and generalization of historical knowledge, and many historical events will be involved. Only by combining the historical background and historical events at that time can we guide students to follow the trend and grasp the truth. If the four-product teacher doesn't understand the history and historical events, it will be difficult for the teacher to master and thoroughly understand the teaching materials, let alone make the contents clear. If students only know what to say, others will think you are incompetent and ignorant. In the long run. The story of ideological and moral education in junior high school —— Understanding the new curriculum of ideological and moral education allows students to enter, contact and learn ideological and moral education from life. Combining ideological and moral education in junior high school, creating a life-oriented ideological and moral classroom can not only closely link ideological and moral education with life, enrich students' life experience and social experience, but also stimulate students' interest in learning, mobilize their enthusiasm for learning, cultivate their sense of social responsibility and scientific inquiry ability, and effectively implement the new curriculum standards.

First, capture life phenomena and introduce ideological and moral issues, because many truths can be found in production and life. Therefore, when designing teaching content, teachers should consciously link the knowledge of teaching materials with students' real life, capture appropriate life phenomena and introduce new knowledge, thus refining ideological and moral issues.

For example, my parents are closely connected with life, teaching students why to honor their parents and how to honor them.

Second, create life situations and feel ideological and moral problems. Ideology and morality are developed in the long-term practice of social production and life, which is related to human production and life and social development.

The content design of the current new ideological and moral textbooks is as close to the reality of life as possible. Even a piece of paper in our hands has become the object of students' own research and study, which is easily accepted.

Intuitive, interesting and challenging problem situations are more likely to activate existing life experience and ideological and moral knowledge and stimulate students' enthusiasm for learning. Therefore, in teaching, we should pay attention to students' familiar life situations, choose lively and interesting questions around students, and create vivid question situations as materials to stimulate students' interest and motivation.

Such as school attacks, family attacks, social attacks and so on. And encounter swindlers and violent robberies, etc. Through a large number of concrete and real life events, guide students to feel and understand ideological and moral problems.

Third, participate in life practice and understand ideological and moral issues. "Practice makes true knowledge." Practice is an important part of students' learning and an extension and sublimation of knowledge understanding.

Any teaching method that binds students' hands and feet and only makes them think hard is unscientific. Only by allowing students to fully carry out life practice can students truly understand the value of what they have learned.

For example, let students play different roles, such as parents, teachers and friends. Let students experience the psychological activities of different roles and learn to put themselves in their shoes.

Through these experiments and investigation activities, students can actively think and think by using the principles of ideology and morality, which not only enables students to establish ideological and moral consciousness of respecting their parents, communicating sincerely and cherishing their friends; We should also gradually improve our ability to analyze and solve problems. Students go to the physical examination in person to understand and master knowledge in practical activities.

Fourth, using ideological and moral knowledge to solve life problems "Ideological and moral curriculum standards" points out that students can "correctly understand the relationship between science and technology and society, use what they have learned to explain ideological and moral phenomena in production and life, solve some practical problems related to ideological and moral, and initially establish the idea of social sustainable development." The new textbook attempts to show the sustainable development of society from the perspective of ideology and morality, cultivate students' sense of responsibility for nature and society, guide students to understand the relationship between material, energy, health, environment and ideology and morality from the perspective of science, technology and society, and gradually cultivate students' ability to form a comprehensive scientific view and make judgments and decisions on related social issues.

Therefore, ideological and moral teaching should not only raise ideological and moral problems from students' life, but also combine practical problems in real life, so that students can use ideological and moral knowledge and ideological and moral thinking mode to treat, analyze and solve them, so that students can experience the value of ideological and moral, further feel the close connection between ideological and moral and real life, and improve their practical ability.

Record the related activities or typical cases of ideological and moral education in primary schools _ The story of ideological and moral education in primary schools In the teaching activities of ideological and moral education, teachers often adopt the teaching method of classroom discussion to improve students' interest in learning and enhance the timeliness of teaching.

However, in the discussion class, some teachers "talked all the time", but the students just didn't move, and there was silence. In fact, discussion is closely related to classroom questioning, which requires careful design of questioning in the teaching process. It is best to find problems in students' life, and then let students analyze and discuss with examples close to themselves.

It can be designed as follows: firstly, students are surveyed by questionnaire to find out what the biggest temptation students face in their daily life. The survey results show that students are generally obsessed with the Internet. Teachers can write down the words "maturity", "smoking" and "development" on the blackboard in class, and then ask "Is there a connection between these three words? What is the connection? " Please speak freely. Everyone will discuss it, and some people will say, "Smoking means that we have grown up, and I will be recognized by others." Some people will say, "Some celebrities and writers work while smoking. Only by smoking can they have better works, and smoking is conducive to their development. " . Some people will say, "Everyone else smokes, but they don't. It is immature. " Some people will say, "Smoking is a pleasure. Can you refresh yourself? " When you hear different opinions, you can take out a questionnaire to make students think deeply: An epidemiological survey shows that if the smoking population in China is not controlled, 50 million children will die of various diseases caused by smoking, which is twice that of Canada and six times that of Sweden! In the recent "Global Youth and Tobacco Survey", the results of the questionnaire project team in China showed that 24% of middle school students tried their first cigarette, and 6% of them started smoking at the age of 7.

Do you still think smoking is a sign of maturity after reading this questionnaire? Is smoking a good image of civilization? What do you think should be done to create a good image of civilization? After answering the questions, the students concluded: "The problem of adolescent smoking is not only related to the healthy growth of our teenagers, but also related to the long-term planning to improve the overall quality of the people. Shape the image of civilization and refuse the first cigarette! " Strengthening the artistry of classroom questioning plays different roles in stimulating interest, inspiring thinking, cultivating innovative spirit and improving comprehensive quality. In teaching, if teachers can attach importance to the artistry of classroom questioning and give good suggestions, there will be a poetic realm of teaching and learning.