Three teaching designs of moral education in the second grade of primary school

# grade2 # Introduction Patten (J.V.) pointed out in the article What is instructional design: "Instructional design is a member of the design science family, and the common feature of all members of design science is to meet people's needs with scientific principles and applications. Therefore, instructional design is a process of planning solutions to academic performance problems. " The following is the relevant information compiled by KaoNet. I hope it helps you.

Tisch

Teaching objectives: Emotion and attitude: Stimulate students' feelings of loving their hometown.

Behavior habit: Develop the behavior habit of paying attention to and understanding hometown.

Knowledge and skills: understand the natural environment and human environment of hometown; Understand the story and cultural life of hometown; You can use a brush to record the beauty of your hometown in your eyes and record your feelings about your hometown.

Process and method: learn to collect relevant information in various ways and simply sort out the application; With the help of the teacher, summarize and express the information obtained; Willing to cooperate and communicate with peers, * * * share the results and happiness with them.

Analysis of learning situation

Judging from the students' psychological characteristics and cognitive level, the children in the second grade of rural primary school are familiar with the place where they grew up and lived, and feel cordial. Compared with grade one, they participate in group activities, meet more people and are more interested in things around them. With the expansion of children's life, they are more and more exposed to places outside their families and schools, but they have not yet formed a concrete impression of the concept of "hometown", their beautiful natural environment and their human landscape (beautiful legends, dances, plays and celebrity stories, etc.). ).

Judging from students' social environment and life foundation, hometown is the place where they grew up, and everyone has their own hometown. As rural children, they usually play more between mountains and rivers, around villages and bays, with less social activities and relatively closed life horizons. Because most of us are students in the same village, the mountains and rivers in our hometown are the same, it is difficult for students to tell their favorite places and feelings about their hometown, and it is also difficult to deeply arouse their love for the place where they live.

Through the analysis of students' confusion and obstacles, it is found that students lack understanding of the meaning of "hometown" and pay insufficient attention to "hometown" and are unconscious. Although their lives are closely related to people and things in their hometown, they lack emotional experience of their hometown.

Therefore, in view of the above analysis of the academic situation, the teaching focus of this course is to let students know the story and cultural life of their hometown through observation, interview and investigation. The difficulty in teaching is to stimulate students' feelings of loving their hometown by understanding the natural and humanistic environment of their hometown.

In order to solve the difficult problems in the teaching of this course, teachers can guide students to feel the beautiful scenery, understand the stories and experience the happy life of their hometown by simulating tour guides, reciting poems, painting beautiful scenery, telling stories and singing and dancing, so as to arouse students' love for their hometown.

Teaching focus

Can use observation, interviews, surveys and other ways to collect information and understand the story and cultural life of hometown.

Teaching difficulties

Through understanding the natural environment and humanistic environment of hometown, we can stimulate the emotion of loving hometown.

Teaching preparation

Teacher preparation: courseware and related materials.

Student preparation: draw paper and colored pens.

Class arrangement

2 class hours.

Complete the textbook content of 1 lesson titled "This is where I was born and raised".

In the second class, the content of the textbook is completed with the theme of "the story of hometown, the song of hometown".

teaching process

Lesson 65438

Activity 1: Tell me about my hometown.

1. Create a situation to import songs: [Play animation: Han Hong's song "Hometown"]

(1) Question: Have you heard this song? What's the name of this song?

(2) Question: This song is full of feelings for hometown. So, where is your hometown?

(3) Summary: Everyone has his own hometown. Today, let's talk about his hometown.

2. Question: What's the scenery like in your hometown? What attracted you?

(1) [Play video: hometown scenery]

(2) Question: Who would like to introduce the beautiful scenery of his hometown to you?

Guide students to communicate and introduce the beautiful scenery of their hometown.

(3) Question: Apart from the beautiful scenery of your hometown, what attracts you from your hometown?

Guide students to communicate with each other from the aspects of products, happy life and kindness and enthusiasm of hometown people.

(4) Question: What would you say if you listened to everyone's introduction to your hometown, thought of the beautiful scenery of your hometown and said a compliment to your hometown?

(blackboard writing: I love my hometown)

3. Simulated performance: I show my guests around my hometown.

Show the little guests around their hometown. Please say the name of your hometown and introduce the places you are most interested in.

4. Activity: Guess

Ask a student to describe a place in his favorite hometown, tell its characteristics, and ask other students to guess where it is.

5. Summary: My hometown is where I was born and grew up. My hometown is where my ancestors lived. The mountains and water here make us feel very cordial. We love the mountains and water in our hometown!

The blackboard says: I love my hometown, mountains and water.

Design intention: after introducing the topic through songs, with the help of examples, guide students from the natural scenery of their hometown, playing games with friends, things that hometown people often do in their leisure time, etc.

Think about what you like about your hometown and feel its beauty.

Activity 2 Praise my hometown

1. Question: Everyone loves his hometown. What would you do if you were asked to praise your hometown?

2. Students choose appropriate ways to praise their hometown in groups.

(1) Students can observe the environment around their residence before class, draw the most beautiful scenery in class and communicate with you.

(2) Students can listen to songs praising their hometown and learn to sing.

(3) Teachers make poems: Students can fill in poems and read them out emotionally to further express their love for their hometown.

[Playing Courseware: Children's Songs]

3. Collective communication: Let the students show the praise of the group to their hometown.

Guide students to know and be familiar with their hometown in different ways, and let students know their hometown from different perspectives in various ways.

Design intention: Through open activities, guide students to carry out activities in different ways, praise their hometown and express their feelings of loving their hometown.

4. Summary: We all have our hometown. This is where I was born and raised. My hometown is beautiful ... My hometown is the most beautiful and lovely place in our hearts. We all love our hometown!

(Blackboard: This is where I was born and raised)

Design intention: through the activities of painting hometown and reading children's songs, the emotion of loving hometown is further enhanced.

blackboard-writing design

I love my hometown.

This is where I was born and raised.

second kind

The story of active hometown

1. Story import: Do students like listening to stories?

2. [Play courseware: Hometown Story] (Hometown Story includes four animations: Legend of Bai Zang House, Legend of Dai Bamboo House, Origin of Embroidery and Legend of Mount Tai, and two videos: Leshan Giant Buddha and Two Kings Temple. )

(1) Discussion: Where are these stories about?

(2) Question: What local legends do you know from these stories?

(3) Discussion: Do you know any legends and stories where we live?

(4) The teacher tells stories: legends of hometown.

(5) Summary: There will be some different legends in different places, and every student's hometown will have beautiful legends. These touching legends that people in this area like are the unique culture of our hometown.

Design intention: To understand the touching legends and stories of hometown and to perceive the culture of hometown.

Activity 2 Hometown Songs

1. Transition: Besides legends and stories, do you know any special operas in your hometown?

2. [Play video: drama in hometown and songs in hometown]

3. Discussion: Is the opera the same everywhere? Why do you think this is?

4. Summary: Our hometown has different regional characteristics because of different regions, customs and operas, which are unique to our own hometown.

5. Question: What songs or operas do you know in your hometown and what dances do you know in your hometown? Sing and act for everyone!

6. Summary: Each of us loves our hometown. I hope you study hard and make contributions to your hometown when you grow up.

(blackboard writing: I love the mountains and water in my hometown)

Design intention: to perceive the culture of hometown from the unique stories, operas and dances in this area.

blackboard-writing design

I love the mountains and water in my hometown.

extreme

Teaching objective: 1. In the class group, I can communicate with my classmates and share my feelings, thoughts and activities.

2. Feel and appreciate your progress footprint, and be willing to work towards new goals.

3. Be able to cherish books and stationery.

Moral education goal:

1, through communication and heart-to-heart, enhance the confidence of efforts and gradually develop good behavior habits.

2. Protect books and cultivate feelings of cherishing labor effects.

Teaching focus:

1, guide students to accumulate experience, sum up their progress from time to time, enhance their confidence in daily progress, and gradually develop good behavior habits.

2. Learn to cherish books and stationery, and cherish the fruits of others' labor.

Teaching preparation:

1. Teacher: Prepare travel photos, productions, works, wish cards (apple-shaped), wish trees, growth bags, courseware and recorded stories for the summer vacation.

2. Students: Prepare summer homework, small crafts, small productions, pictures, photos, calligraphy, knitting, stickers, flower arranging, travel diaries, poems, and so on. Headdresses such as books and stationery.

Teaching time

1 class hour

Excellent teaching plan:

Teachers introduce their summer vacation life-students exchange summer vacation life-show summer vacation works-select excellent works-exchange their wishes-grow packages-strengthen communication, stimulate confidence, enhance confidence and make progress every day.

Teaching process:

First, import:

The teacher showed some photos and works of his summer vacation. Students, what did you do in the summer vacation? What have you learned? Let's discuss in groups.

Second, communicate in groups and share happiness with your deskmate.

1, exchange your hobbies.

2. Change jobs during the summer vacation.

Third, we have a happy summer vacation.

1, set up several groups, each group is a booth, students put their own works on nine tables, and put a word on each table to form "our happy summer life".

2. Tell the story in the work.

3. Select outstanding works and give each person nine small red flowers. Choose one piece of work that you are most satisfied with in each group and put the flowers in the corresponding small box.

4. Make excellent works into exhibition boards.

Fourth, a beautiful little wish.

1, our summer vacation is really colorful. After the summer vacation, we have ushered in a new semester and entered the second grade. We have many beautiful wishes. What is your wish? Convey your wishes.

(blackboard writing: I have entered the second grade)

2. Write down your wishes in the wish column and communicate in the group.

The teacher showed a wishing tree. Please hang your wish on the wishing tree. Stick it in class. Have good wishes, but also work hard for good wishes. I hope every student can realize his good wishes.

Fifth, the growth package grows with me.

The teacher brought out the growth package prepared in advance, returned home after class, and made a growth package with the help of parents. In the future, I will put my own words, paintings, small red flowers, achievement books, awards and other progressive effects into my bag. Look at your growth footprint after one year.

Tisso

Teaching objectives 1. Understand the natural environment and humanistic environment of your hometown, and stimulate the emotion of loving your hometown.

You can use a brush to record the beauty of your hometown and your feelings about your hometown.

3. Be able to understand the story and cultural life of your hometown through observation, visit and investigation.

Teaching focus:

Understand the natural environment and humanistic environment of your hometown, and stimulate the emotion of loving your hometown.

Teaching difficulties:

Understand the story and cultural life of hometown.

Teaching preparation:

1. Multimedia courseware: My hometown video and related natural landscape pictures.

2. Students prepare drawing paper and colored pens.

3. Collect information about hometown before class: pictures, stories, songs or operas.

teaching process

1. Have a look and talk.

1. Show courseware to guide students to enjoy the video of My Hometown.

Tell me what you see from the picture.

3. Consideration: What do the children in the textbook like about their hometown?

4. Communication: Where is your hometown? What scenery do you like in your hometown?

2. Act and guess.

1. Inspiring dialogue: Do you like your hometown? Do you want more children to know about your hometown? Then be a little tour guide and introduce them to the most beautiful places in my hometown, ok?

Students act as tour guides to introduce and praise their hometown.

3. Ask the children who are playing to talk about their feelings. Please watch the children express their opinions.

4. Guess, please describe a place in his favorite hometown, and other students guess where it is.

Draw a picture and comment.

1. Show representative pictures reflecting hometown scenery, such as streets, parks, Woods, etc., for students to enjoy, and tell the scenery on the pictures and talk about their feelings.

2. Think about the most beautiful and familiar scenery around your residence, and draw it with crayons.

3. Show and communicate in groups and recommend better works to be posted on the blackboard.

4. Please select the students to introduce their works.

5. Show the color pictures on page 7, and ask the students to read the poems describing their hometown in the pictures, then observe their hometown, and make the observation results into poems and fill in the pictures.

6. Teachers and students * * * evaluation creation award.

4. Say and sing.

1. The teacher tells a story of his hometown first.

2. What else do you know about your hometown? The students exchanged their own stories about their hometown.

Ask the students to listen to a drama in their hometown and introduce the origin of the drama.

Do you know any songs or operas that you can play for your classmates in your hometown?

5. Show your collected photos, words and other information about your hometown, and communicate with your classmates through which channels you obtained this information.

Verb (abbreviation of verb) summary:

How do you feel after listening to the stories and watching the songs and dances in your hometown? Look, how much each of us loves our hometown. I hope you study hard and make contributions to your hometown when you grow up.