First, based on teaching materials, implement the curriculum concept
Moral and life course in primary school is an activity-based comprehensive course based on the life of children in lower grades of primary school, aiming at cultivating children with good moral and behavior habits, who are willing to explore and love life. This is the definition of moral character and the nature of life course in the new curriculum standard. Through the study of teaching materials and the spirit of the new curriculum standard, we find that this subject has the characteristics of life, activity, comprehensiveness and openness. Lively and active is the character of primary school students, especially junior students. How to make good use of teaching materials to guide children to carry out moral education activities, so that students can form a correct world outlook and develop their abilities in activities. Morality and life should pay attention to guiding children to love life, learn to care and actively explore. Teachers should seize the value of students' childhood life, infiltrate moral education activities into children's lives, realize the effective combination of teaching materials and life, let students find learning examples in real life and promote the development of their abilities.
Through the study of the textbook, we find that Morality and Life is based on students' real life, and through various activities related to children's life as the carrier, students will have a cordial feeling in the process of using the textbook, and it is easy to have a * * * sound with the textbook. Therefore, in moral education for students, teachers should creatively use teaching materials instead of simply preaching, and design the educational content in real life into the content of activity teaching. By building a platform, teaching materials can be organically combined with students' real life, thus highlighting the life of teaching materials and allowing junior students to develop their morality, intelligence and life ability.
Second, the flexible use of dialogue teaching strategies to create an effective situation
Dialogue teaching is a teaching form that creates knowledge and teaching significance in the enjoyment of teachers' and students' experience through mutual dialogue between teachers and students and texts in a democratic and equal teaching atmosphere, thus promoting the development of teachers and students. Therefore, dialogue is an activity that teachers and students actively and personally understand life and teaching materials through equal communication. In the dialogue, students are fully regarded as individuals with independent outlook on life, and teaching becomes a real process of constructing moral cognition. In this way, students' discussion of life becomes the main content of classroom learning, so that they can truly and realistically understand life and improve their moral awareness and behavioral ability.
1. Build a platform and implement dialogue.
Building an open and interactive dialogue platform in the classroom teaching of "Morality and Life" will make students' horizons wider, their thinking more divergent, their minds broader, their creativity more surging and their sense of participation stronger. Debate contests can be organized or simulated exercises can be conducted to build a dialogue platform for students.
2. Grasp the generation and organize the dialogue.
Pre-class presupposition and in-class generation are creative activities completed by teachers and students. Pre-class presupposition must be situational and open, and teachers need to conceive it according to their own learning situation and experience. The "generation" in the classroom is not a natural generation without guidance, but an independent construction under the guidance of directional and targeted values. It is a process in which teachers can promote the dialogue and interaction among teachers and students, students, teachers and students, and texts by flexibly implementing pre-plans in classroom teaching, so as to establish new understanding, new experience and new emotions.
3. Read the text and pay attention to the dialogue.
Words are uncertain, and the same words can be interpreted differently. In a sense, the meaning of the text can only be completely constructed by the reader. Therefore, the direct dialogue between students and texts is an indispensable part in the teaching of Morality and Life. When students face the text, they do not unilaterally absorb the information contained in the text, but sincerely face it, and the students and the text penetrate each other. In the dialogue between students and the text, the text transcends itself because it permeates the reader's meaning; The reason why the reader surpasses himself is that he accepts the meaning of the text, expands his original vision, returns to himself and becomes a new self. Therefore, in this kind of dialogue, teachers should step out of the "textbook first", regard textbooks as "new life", lead students to experience the reading process and have a direct dialogue with the text. Let students walk into the depths of the text language through independent speech practice activities, experience the situation and emotion of the text, and generate thoughts and words with individual colors in the "dialogue" and collision between people and the text.
Third, optimize teaching methods and improve teaching efficiency.
1, "Life-oriented" teaching method
As an independent course, the course of Ideology, Morality and Life (Society) is a comprehensive activity course, which needs to focus on the themes that most students are familiar with, have strong interests, are close to life and have correct values. Therefore, teachers should grasp students' interest in learning while organizing the teaching of ideological and moral and life (society) courses. Only when students like and agree with the course will they have more enthusiasm and innovative spirit to participate in the course. This way of learning, which introduces knowledge into life and learns knowledge through things around you, can greatly improve students' learning efficiency.
2. Activity teaching method
In the teaching of "Morality and Life (Society)", it is necessary for students to actively participate and establish their innovative thinking and quality through various forms of activities. Therefore, in the teaching process, teachers should try to reduce their own theoretical indoctrination, set up students' favorite activities according to the teaching content, and use all methods to mobilize students' innovative spirit in classroom teaching. Practice has proved that it is a feasible method to participate in this open and innovative course, which can highlight students' status as masters and mobilize their innovative ability.
3. Multimedia teaching methods
In teaching, teachers can also mobilize students' learning enthusiasm through multimedia teaching. In the teaching of "Happiness in Life", we can use multimedia facilities to teach, and show happy scenes to students based on social practice, so that students' study is closely linked with their life. Through case analysis in life, students' learning enthusiasm and creativity can be better mobilized. From the boring blackboard writing in the traditional teaching mode to the multimedia technology in the information age, students' interest in knowledge learning is stimulated through more vivid and intuitive teaching methods, so that the classroom is no longer a stagnant pool, but full of vitality.
In a word, the reality of children's life determines that moral and social teaching should pay attention to and reflect the reality of children's life. Classroom teaching should make full use of this advantage, closely follow the teaching objectives, and do everything possible to create a teaching situation that conforms to children's life, so that children can explore independently, cooperate and discover, cultivate their living ability, improve their moral level, and be small masters that meet the needs of modern society.