How to teach moral character and society in the fourth grade of Zhejiang Education Press?

First, the basic characteristics of teaching materials

(1) Show social life in many ways, and help students form sound interpersonal relationships and social awareness and learn skills to solve interpersonal relationships and social problems in the process of guiding students to understand and explore society.

The second volume of the fourth grade textbook shows students the facts of social life from the folk customs and folkways in their hometown to industry, agriculture, transportation and communication. In the process of guiding students to understand and explore the society, the teaching materials strive to help students form a sound interpersonal and social consciousness and learn skills to solve interpersonal and social problems.

The remarkable feature of the textbook in the second volume of the fourth grade is to let students carry out moral education in the process of exploring and understanding social facts, which is the "bright line" and the moral education is the "dark line" in the compilation of the textbook. For example, the first unit, "One side of the soil and water supports one side of the people", takes the old streets and old houses, place names and flavor food in hometown as basic facts, and contains the education of caring for the cultural heritage of hometown and inspiring students to love their hometown. The fourth unit takes the communication mode, the historical evolution and the future development of communication as the basic facts, including the cultivation of good habits such as civilized communication, caring about national affairs from an early age and watching TV reasonably. This way of writing makes students' moral education naturally included in social facts, which is conducive to the realization of moral education without trace.

(2) Pay attention to guiding students to know and understand society by exploring the relationship between things.

Morality and Society aims to promote the formation of students' good moral character and social development, and lay a foundation for students to know, participate and adapt to society.

The second volume of the fourth grade textbook helps students understand the basic process of industrial and agricultural production in society, the close relationship between industrial and agricultural production, the development of production and the continuous improvement of production tools, and the continuous changes of production industries by guiding students to explore the relationship between production and life. By discussing the relationship between traffic and life, we can understand the diversity of social traffic modes, the changes of traffic, the close relationship between traffic and people's daily life, social and economic development and cultural exchanges, and the new problems brought about by traffic development. By exploring the relationship between communication and life, students are guided to understand the types of modern communication, the ways of communication of the ancients and the social common sense of obtaining and disseminating information through mass media. This way of writing enables students to not only understand the basic social facts on the surface, but also guide them to explore and think about the relationship and essence of various things in social life when looking at social phenomena.

(3) Starting from the life that students are familiar with, guide students to know and understand indirect life.

Children's morality and sociality come from their understanding, experience and perception of life, and children's real life is of special value to their moral formation and social development. Therefore, when compiling four textbooks, we should pay attention to linking the content of social facts with children's lives, so that they can observe the society with their own eyes, feel the society with their own hearts and study the society in their own way. For example, the second unit "Production and Life" makes it difficult and unfamiliar for students to understand the industrial and agricultural production process. The textbook starts with "where to eat, wear and live", so that students can master the basic concepts of industrial products and agricultural products through a day's daily necessities and a meal, and then let students know the basic knowledge of agricultural production and industrial production through two theme activities: "going to the countryside to see" and "going to the factory to see"

(D) Pay attention to the integration of relevant knowledge to better reflect the characteristics of comprehensive courses.

Morality and Society is a "comprehensive course" that breaks the boundaries of disciplines. The four textbooks organically integrate interdisciplinary knowledge in dealing with the relationship between knowledge fields and the relationship between knowledge and life. In this textbook, geography, history, sociology, economics, common sense of industrial and agricultural production, transportation and communication are all involved. The textbook integrates these knowledge, emphasizes the integration of cognition and emotion, and better embodies the characteristics of comprehensive courses.

(5) Integrating the methods of guiding students to obtain information with those of guiding students to explore problems, and cultivating students' cognitive ability and research ability to society.

The four textbooks help students form a certain social research ability by guiding them to explore social problems. For example, the first unit "Old Street and Old House in Hometown" shows a group of old houses in different places, such as quadrangles in Beijing, folk houses in Anhui, diaojiao building of Miao family in southwest China, water town in the south of the Yangtze River, cave dwellings in Shaanxi, Hakka earth building and so on. The textbook causes students to think through the questions raised by the host: What mysteries can be discovered from different homes? Why are the styles of old houses in different areas different? Guide students to explore the close relationship between the old house and the topography, climate and history of their hometown by asking questions. So as to cultivate students' problem consciousness and the habit and ability to explore problems.

Second, a brief analysis of teaching materials and suggestions for activities

The textbook * * * consists of four units. The first unit is "One side of the soil and water should support one side", the second unit is "Production and Life", the third unit is "Traffic and Life" and the fourth unit is "Communication and Life".

Unit 1 water and soil for one party and one person for the other.

(A) the design concept and theme

This unit mainly educates students to love their hometown, which has appeared in the moral and life courses of lower grades. The content of this unit has been deepened and expanded, and the understanding of hometown attractions, customs and culture, natural environment, regional characteristics and historical changes has been increased. At the same time, we pay attention to guiding students to explore some relationships, such as the relationship between region and residential buildings, the relationship between climate and diet, and the relationship between history and historical sites.

When writing this unit, we should pay attention to combining the study of relevant geographical common sense with the education of loving hometown, and integrate the study of geographical common sense and historical knowledge into the education of loving hometown, so that these knowledge can serve the moral education of students. Let knowledge become a crutch and carrier for students to know their hometown and their hometown. At the same time, students can master the relevant map knowledge, correctly identify the simple legend, direction and scale on the map, and use this knowledge to find the location of their hometown on the administrative map of China, and understand the topography and geomorphology of their hometown on the topographic map of China. This unit also pays attention to the guidance of students' learning methods, that is to say, while letting students know and understand their hometown, they also pay attention to cultivating students' basic methods of investigating and studying things, such as some contents presented in the textbook directly guiding students' learning methods and investigation methods.

The theme of this unit is: let students know that their hometown is a part of the motherland through this unit, and stimulate their feelings of loving their hometown; Can correctly identify the simple legend, direction and scale on the map, and can use the basic knowledge of the map to find the location of hometown on the map of China; Understand the relationship between the natural environment of hometown and people's lives, feel the changes and development of hometown, and sprout students' love for hometown; Know the outstanding people in my hometown and be willing to learn from them; Understand the folk customs of hometown and its influence on people's lives.

(B) unit structure and teaching suggestions

This unit consists of three themes, theme one: Where is my hometown? Theme 2: the beauty of hometown, the people in hometown. Theme 3: Strong local feelings.

1. Topic 1 Where is my hometown?

This theme emphasizes four points: let students know that their hometown is a part of the motherland and inspire students to love their hometown. Let the students know that "direction, legend, scale" is a unique language of maps. You can look at the map and find your hometown and its location on the map of China. Know the area, population and neighboring provinces of your hometown. By knowing the terrain of my hometown, I can understand the basic situation of five kinds of terrain.

Teachers can organize the following activities in teaching.

(1) Activity 1: "Look at the map to find your hometown".

Let the students talk about the way to identify the direction on the map, and guide them to tell the meaning of the legend and the meaning expressed by the scale. Using the method of group cooperative learning, let students learn to find the location of their hometown on the map of China. By finding the location of their hometown, they can feel that their hometown is a part of their motherland. Ask the students to find out the provinces adjacent to their hometown on the map of China. Ask the students to introduce the size and population of their hometown and make some relevant comparisons.

(2) Activity 2: "Draw hometown".

You can show the map of your hometown, so that students can understand and be familiar with the outline of your hometown map and know the administrative divisions and the location of the provincial capital of your hometown. Let the students try to draw the outline of their hometown map and color it with their favorite colors. Guide the students to imagine and say what the map of their hometown is like.

(3) Activity 3: "Know the terrain of my hometown".

Ask the students to tell which colors are on the topographic map of China and what these different colors mean. Let the students know the five landforms of China through the textbook, which are plain, mountain, hill, plateau and basin. Ask the students to talk about the topographical features of their hometown and show some pictures showing the topography of their hometown.

(4) Activity 4: "Find your hometown".

Ask the students to tell where their ancestral home is. Find the location of your hometown on the map of China and explain why it is called your hometown. Ask the students to introduce their hometown, such as their relatives, customs, the face of the city or country, and the past of their hometown. Talk about the route to your hometown, what means of transportation to take, what gifts to prepare when you go back to your hometown, and what etiquette to pay attention to when you go back to your hometown.

2. Theme 2: Beautiful scenery and people in my hometown.

There are three points in the teaching of this course: by observing, visiting and consulting materials, we can learn about the scenic spots, cultural relics and celebrities in our hometown, further deepen our understanding and understanding of our hometown, and stimulate our love for our hometown; Through the process of understanding the scenic spots, cultural relics and people in my hometown, I can experience and feel the development and changes of my hometown and society. Let students learn some basic investigation methods through study.

The teaching of this course can organize the following activities.

(1) Activity 1: "Looking for the beautiful scenery of my hometown".

Know where the scenic spots, cultural relics and historical sites in my hometown are, what are their characteristics, legends and stories; Collect pictures and related materials of these scenic spots, cultural relics and historic sites, and find their locations on the map of hometown. Collect pictures and related materials of celebrities and great men in your hometown, and learn about the deeds of those who have contributed to the construction of your hometown and those who have touched you around you. Conditional can organize students to go out for a visit and sightseeing. Students can also form an "Action Team for Caring for the Hometown Environment" to understand the current situation of the hometown environment and put forward their own suggestions and action plans; Investigate new things in my hometown.

(2) Activity 2: "I love the mountains and rivers of my hometown".

Let the students exchange the information they have collected in the group. Students can be divided into three groups, and the information can be arranged into tour guide words according to the landscapes, places of interest and legends of their hometown, so as to report and communicate. Discuss in groups how to report and communicate (such as crosstalk, performance, story telling, being a small tour guide, interview, etc.). ), work together to prepare the report. Each group sends representatives to report and communicate with the whole class (legends or scenic spots can be posted on the map of hometown); The "Action Group for Protecting the Hometown Environment" reported the exchange. Carry out the "I am a small tour guide in my hometown" simulation activity. Students will introduce places of interest in my hometown to other students as small tour guides.

(3) Activity 3: "Pride of hometown".

The whole class is divided into three groups to collect data and pictures: celebrities and great men in the history of their hometown; The deeds of model workers and advanced workers in their hometown; The story that touched my hometown people around me can be filmed on the spot if possible. The class is divided into three groups to report: introducing the stories of celebrities and great men in their hometown; Introduce the outstanding deeds of hometown builders; Tell me what I saw, and the story that my hometown people around me moved me. Show the "Glory Book" and discuss: Who can enter the "Glory Book"? "What can I do for my hometown" speech.

3. The theme of the top three rural customs

This theme emphasizes two key points in teaching: first, investigate and understand the past cultural life, old houses and eating customs of hometown, know the regional culture with hometown characteristics, feel the loveliness of hometown and stimulate the love for hometown; The second is to understand and discover the relationship between the formation of old houses in hometown, food customs, cultural life and climate, topography and history.

The following activities can be organized in the teaching process.

(1) Activity 1: "Collecting hometown culture".

Teachers can guide students to discuss: by what methods, where to visit and learn about the old houses, eating habits and cultural life in their hometown? Collect photos of old houses in my hometown and investigate why there are such old houses in my hometown. Investigate and understand the artistic works, ballads, folk arts, cultural relics and historic sites with hometown characteristics, and understand the origin of the old streets in your area. Prepare words and pictures and think about what you find. Understand the names, ingredients and tastes of the special dishes in my hometown, and what is the relationship between these foods and the topography and climate in my hometown. Go out and find out what regional specialties you can eat in your hometown.

(2) Activity 2: "Hometown Culture Exhibition".

Please sing the folk songs and ballads collected from your hometown, introduce the photos and written materials of the old house to you, and tell us how you collected these materials. Talk about your findings, feelings and questions you want to ask. You can choose a question to test everyone. You can make supplementary comments on other students' speeches. The group sent representatives to communicate in the whole class. Teachers show their representative objects, pictures, photos and folk songs tapes collected from different regions, so that students can identify which region they belong to and feel the different cultures in different regions and their relationship with regions and history.

(3) Activity 3: "Hometown Cuisine".

Please communicate in class and introduce the special dishes, materials and tastes of your hometown. Special dishes, spices and flavors in other regions; My own findings and problems. You can mark the names of flavor foods found in different areas on the map in groups, and then discuss: What is the relationship between hometown specialties and climate and topography? Why are eating habits different from place to place? Make a special home-cooked dish with your own materials for everyone to visit and taste. Prepare for the performance in groups: there are several guests from afar. How will you introduce your hometown to them? Where to take them to play? Where are they invited to eat hometown dishes? What hometown gift?

Unit 2 Production and Life

(A) the design concept and theme

This unit mainly reflects the contents of industrial and agricultural production. Industrial and agricultural production is unfamiliar to students and lacks direct life experience and feelings. How to make the course content acceptable to students and let students know and understand industrial and agricultural production with their own eyes from the perspective of life is the pursuit of this unit. Therefore, when designing teaching materials, we try to choose things that children can feel, explore the relationship between industrial and agricultural production and people's lives from things that children are familiar with, and understand that society is like a big machine, and each industry is like a part of a machine, with its own tasks and uses. Only when all the parts are organically combined can the machine operate normally and the society develop normally.

The theme of this unit is through industrial and agricultural products in daily life. Explore the relationship between industrial and agricultural production and people's daily life, and experience the labor and wisdom paid by workers and farmers. Understand the situation of workers' production and labor, know the division of labor and cooperation in the production process, and know that there are interrelated relationships between all walks of life; Know that production is to meet people's living needs, and people's living needs constantly stimulate the development of production; Know that people improve labor tools in order to increase output and reduce labor intensity.

(B) unit structure and teaching suggestions

This unit includes three topics-where to eat and wear, changes from TV, and all walks of life.

1. Where did the theme come from?

The teaching emphasis of this theme: through the activity of finding the hometown of daily necessities, we know that industrial and agricultural production is closely related to our daily life; Understand the basic process of industrial and agricultural production by studying the origin of a specific industrial and agricultural product in this area; Initially perceive the division of labor and cooperation in the production process, and experience the hard work and wisdom of workers.

The teaching of this class can organize the following activities.

(1) Activity 1: "Looking for the hometown of daily necessities".

Students can show some representative items needed in daily life, which can be objects and pictures, or write down the names of the items, and talk about whether these items come from rural areas or factories. In groups, these items are classified. Those from rural areas are put in agricultural products, and those from factories are put in industrial products. Under the guidance of teachers, find out the characteristics of agricultural products and industrial products, as well as their similarities and differences. The characteristics of industrial products: it is made by workers after processing raw materials; Their common characteristics are: they are all obtained through productive labor; Industrial agriculture is a production industry) let students feel that our lives can not be separated from industrial agricultural production.

(2) Activity 2: "Go to the countryside to see".

Ask mom and dad, which agricultural products are local and which are from other places? Then choose a hometown crop and investigate its growth process and the labor that farmers need to pay. Visit the farmer's uncle in the field, or go to the agricultural product market and ask the people who sell agricultural products, when will this crop be planted in my hometown? What season is the harvest season? What management processes have farmers carried out? Go to the countryside or agricultural science and technology park near the school, and you can participate in agricultural production and labor if you have the conditions.

(3) Activity 3: "Agricultural production as I know it".

Ask the students to choose a familiar agricultural product and talk about its production process. Teachers show traditional agricultural production methods and modern agricultural production methods, discuss the differences between the two production methods with students, experience the wisdom of working people and feel the breath of modern agriculture.

(4) Activity 4: "Visit the factory".

Ask mom and dad what factories are there in their hometown? What products are produced? What are the industrial specialties in my hometown? Visit the nearby factories and ask the workers' uncles what their products are. What are the production processes? Why is one person only responsible for one production process? On what basis do they develop new products?

(5) Activity 5: "Industrial production as I know it".

The students exchanged what they saw and heard in industrial production, and talked about the specific situation of workers adopting assembly line production. Teachers and students * * * discuss with each other why workers should divide their work in the process of industrial production, and how workers should divide their work and cooperate. The products produced by this factory should be welcomed by everyone in the market. The most important thing is to ensure quality. What measures should the factory take to ensure the quality of products? Why do factories keep developing new products? What is the basis for researchers to study new products? Experiencing industrial production is closely related to people's lives.

2. Topic 2 starts with the change of TV.

This theme has three teaching points: by understanding the development and changes of an article in life, it is understood that production should be constantly innovated and developed according to people's needs; From the continuous updating of various products, we know that the development of production is the need of the continuous improvement of people's living standards and the development of social production; Through the understanding of the development and changes of labor tools, we can understand people's different feelings in labor and know why people should constantly improve their production tools.

The following activities can be designed in this course.

(1) Activity 1: "Product change".

Ask students to find out the products they are familiar with are constantly changing and updating in their lives. Ask parents or product sales people why these products are constantly changing and updating. Take the textbook as an example and ask the students to discuss that products change with people's needs. Let the students discuss several questions: Why is TV constantly updated? What have you found from the changes and development of TV? What does he have to do with human needs and the development of science and technology? Why does the product keep changing?

(2) Activity 2: "Little Designer".

First of all, let students list the problems or shortcomings of products used in daily life according to their own life experience. Each student puts forward a modification scheme according to his own problems and designs his own ideal product. Show all students their improved products (new products). Teachers guide students to think:

A. What is the basis of your product design? My own experience, my own thoughts.

B. If everyone has the same improvement idea, do you think the manufacturer will try to improve? Why? Because everyone has the idea of improvement, there is a demand.

Let students realize that the constant change of products is to meet people's needs, and at the same time, it will stimulate people to constantly produce new needs. Therefore, products will always change and develop. Encourage students to send their own improvement opinions and plans to the corresponding manufacturers, enhance their social practice ability and stimulate their enthusiasm for industrial production.

(3) Activity 3: "Improvement of labor tools".

Teachers can demonstrate the differences between traditional labor tools and current labor tools, so that students can compare and discuss why people should constantly improve labor tools. Ask the students to design a labor tool, show the class the labor tool they designed, and explain why they designed it this way and what its advantages are.

3. Theme 3 All walks of life

There are three teaching points in this topic: knowing that our life needs many industries; Know that industries are interrelated and mutually supportive; Understand that due to the development of social production, people's needs are constantly changing, and the industry is also changing.

This course can organize the following activities.

(1) Activity 1: "We classify industries".

Ask your parents and people around you, what do they do? The teacher instructs students to go to the employment agency to see what other industries are there in our society. What are the emerging industries? And record it. Students classify their professions according to the classification of textbooks. Teachers guide students to discuss which industries are production industries. Please tell me about your family and what industries people around you are engaged in. What services have these industries provided for our society?

(2) Activity 2: "Looking for the relationship between industries".

Divide the whole class into 10 groups, and arrange them in food processing plants, machinery plants, steel mills, mines, power plants, printing plants, chemical plants, oil mining companies, flour mills, rural areas and other specific industries. The students in each group are divided into two departments: purchasing and sales. Let the students discuss what products the production unit can produce in their own industry first. Each group of students in charge of purchasing discusses what raw materials and other resources are needed for the production of this production unit; The students in the sales department discuss which units they can sell their products to. After discussion, the students work together and take the purchase contract (with yellow paper and the name of the company) and the sales contract (with white paper and the name of the company) to the place where you need to trade. Each group report: Where does our company buy products? What sales contracts have you received? Where is your sales contract? Besides, where do you think the products can be sold? Where else can I buy raw materials? Guide the students to discuss: What is the relationship between industries and production units? They are not isolated, they are interrelated, support each other, and work and cooperate. Ask students to discuss with their families and familiar people who work in production units. Which units are their industry units related to? How to contact?

(3) Activity 3: "Discover and discuss".

Ask parents, and go to museums, employment agencies, internet and other places to investigate, what are the emerging industries in today's society? What industries are changing? Which industries have disappeared? And discuss, why? Guide the students to talk about whether their family members or people around them have changed jobs. Let the students talk about their own views on this? It is necessary for students to understand that no matter what job they are engaged in, they are indispensable in social life and they have made contributions to society. Should be respected. Students can also have a debate on this issue. The topic was given by the teacher. The purpose is to explain that due to the development of society, the constant change of industry and the constant change of demand of all walks of life, the jobs people engage in will also change.

Unit 3 Traffic and Life

(A) the design concept and theme

This unit focuses on making students understand the traffic conditions closely related to people's lives. Traffic is a very important industry in social life, which is closely related to people's life and social and economic development. Transportation includes transportation mode, means of transportation, transportation route, passenger and cargo flow mode, transportation distribution center and so on. This unit focuses on the content closely related to students' life, that is, understanding the mode of transportation, transportation distribution center and so on.

This unit not only makes students understand traffic, but also pays attention to the cultivation of students' social life ability. Therefore, it is of great practical significance to let them know which institutions serve passengers when traveling in stations, docks and airports, and the basic procedures that need to be performed when taking buses or flights.

Traffic has gone through a long process in the history of human development, from primitive traffic in ancient times to the realization of people's dream of flying into the blue sky in modern times, and then to the formation of modern three-dimensional traffic network in 2 1 century. High-tech has given wings to traffic, and understanding the history of traffic development is conducive to cultivating students' innovative spirit.

With the development of traffic, it has also brought many problems, such as pollution caused by automobile noise and exhaust gas, occupation of cultivated land and urban traffic congestion, energy consumption and so on. It is necessary for students to understand these problems from an early age and establish environmental awareness.

The theme of this lesson is to let students know about various modes of transportation and their characteristics, and feel the important role of transportation in people's lives; Know the development of ancient and modern transportation and the changes that the continuous development of transportation has brought to people's lives; Understand the development and changes of hometown transportation, and inspire students to love their hometown and their motherland.