Courseware of Morality and Rule of Law for Grade Two in Primary School Volume I [Three Articles]

# Courseware # Introduction to Morality and Rule of Law Courseware is very helpful for everyone to learn the knowledge in the textbook, which allows us to grasp the key content of what we have learned and let everyone do it purposefully when studying. The following is the arrangement and sharing of moral and legal courseware for the second grade of primary school. Welcome to read and learn from it.

Everyone lists knowledge and ability goals.

Combined with the reality of social life, help students understand the basic behavior rules of queuing.

Process and method objectives

Experience the joy of collective queuing in the activity and know how to abide by the queuing rules.

Emotions, attitudes, values and goals

Feel the importance of order in group activities and form a good habit of consciously queuing.

Teaching focus

Learn to queue and obey the queuing rules.

Teaching difficulties

Feel the importance of order in collective activities.

Courseware, little red flower.

First, import

Dialogue begins: Ten students did very well in the last class. The teacher decided to reward them with small red flowers. Come and get it. The teacher and classmates looked at the order in which the students took the little red flowers.

Say: How do you feel about the scene just now?

Teacher's summary: Just now, the teacher was particularly worried when he saw the children holding small red flowers. He is afraid of being too crowded and getting hurt. Then how can we get the little red flower so that everyone can get the little red flower?

The students came up with the idea of queuing through discussion.

Teacher: I just want to praise the children who did well in the discussion just now. Let's line up for the little red flowers this time. (Show the topic "Let's queue up")

Second, the new lesson

(1) It's better to queue up.

Activity 1: news broadcast, visual experience

1. Show the courseware and play the video.

Teacher: This is the Oriental Pearl, a landmark building in Shanghai, but a tragedy happened in this beautiful big city. (Play the video "Shanghai Bund Stampede")

2. Play the video "Tong Ming Primary School Stampede".

Teacher: Why are these parents crying so sadly in the picture? Where are their children?

3. Discussion: What harm did the stampede bring to people's lives? Why did the stampede happen? How to avoid stampede?

Tip: don't line up, it's noisy and uncivilized; No queues, no orders; It is unfair not to line up; It's dangerous not to line up ... so, it's better to line up!

Activity 2: Scenario experience, the game "Take the elevator"

Teacher: The teacher thought that these stampedes were far away from us, but once when I was taking the elevator, the feeling of crowding suddenly reminded me of this scene. When the elevator reached the first floor that day, as soon as the elevator door opened, the dark crowd swarmed in without waiting for me to get out of the elevator. Finally, I managed to squeeze out through a small gap. Ask children to help solve how to get on and off the elevator safely.

Guide the students to know that there are orderly queues on both sides of the elevator door, and there is a gap between the two teams, which is convenient for people in the elevator to travel.

Game play: Four spliced foam pads represent the elevator, and two children act as two doors of the elevator. Some children stand in the "elevator", and some children act as passengers waiting for the elevator. Guide the children to line up and stand on both sides of the elevator door in turn. The teacher sounded "Ding Dong", indicating that the elevator had reached the first floor. The elevator door is open (two children playing with the elevator door stand hand in hand, and then release their hands and move two steps outward, indicating that the door is open). Passengers get off first and then get on.

Switch roles and continue the game.

Activity 3: Story Perception

1. Read the short story on pages P42~45 of the textbook.

2. Thinking: When should I queue up? When should I be polite?

Tip: queuing is the basic rule, first come, first served, to ensure fairness; But sometimes when we meet people in need, we show politeness, which is also a sign of civilization.

(2) Where do I need to queue up?

Activity 4: Consolidate cognition with life.

1. Show pictures to understand the queuing rules in the living environment.

Class: queue up to drink water, queue up to go downstairs, and queue up to travel. ...

Society: supermarkets queue up for cashier and queue up to get on and off. ...

2. Guide students to tell where they need to queue in their lives. Why are you waiting in line? What will happen if you don't obey orders and don't line up?

(3) How to queue up well

Activity 5: "finding fault" game

1, teachers show pictures, students find out and correct the wrong practices in the pictures, stimulate students' interest and consolidate and deepen their understanding of conscious queuing.

2. Learn "Queuing Songs":

Line up after school.

You're in the front and I'm in the back.

Obey the rules and order

Pupils are polite.

Separate fruits should be lined up.

You are me

Don't strive for more happiness.

Primary school students stress civilization

Line up after school.

You're in the front and I'm in the back.

Obey the rules and order

Pupils are polite.

Separate fruits should be lined up.

You are me

Don't strive for more happiness.

Activity 6: Learn about "Conscious Queue Day"

Show the pictures of two groups of children queuing and introduce the origin of the conscious queuing day: 1 1 every month is the conscious queuing day, which means that more than two people should be arranged in the order of "1 1".

Third, sublimation

Scenario experience: strive to be a propagandist of queuing day.

In the process of collecting paper and pens, guide students to line up consciously and internalize their knowledge and understanding. Make a poster of "consciously queuing".

(Extension: Organize the posters of "consciously queuing" in various schools. Let the environment "speak" and make "consciously queuing" a habit. )

I love my hometown, I love my mountains and rivers, and I love knowledge and ability goals.

Understand the natural environment and human environment in my hometown.

Process and method objectives

Understand the story and cultural life of hometown through observation, visit and investigation.

Emotions, attitudes, values and goals

Stimulate the emotion of loving hometown.

Teaching focus

Understand the natural environment and human environment in my hometown.

Teaching difficulties

Understand the story and cultural life of hometown.

1, teacher's preparation: related natural landscape pictures;

2. Student preparation: draw paper and colored pens.

first kind

lead into/introduce

Students, our motherland is beautiful and rich. There are beautiful scenery everywhere, and each place has its own beautiful characteristics. Just like our hometown, small bridges and flowing water, lotus and willow in the pond are as beautiful! Do you think our hometown is beautiful?

First, take a look, and then say

1, guide students to appreciate the pictures in the textbook P50 "My hometown is here".

Tell me what you see from the picture.

3. Thinking: What do children in textbooks like about their hometown?

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

Second, discover the beauty of hometown (combined with reading 5 1 page)

1, inspirational dialogue: All the children in the textbook like their hometown. They can tell the scenery and characteristics of their hometown. 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. Ask the student to describe a place in his favorite hometown. Other students guess where it is.

Third, draw a picture and comment on it.

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.

Second lesson

1. Review the last lesson: Take out your own works for everyone to enjoy.

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

2. Ask the selected students to introduce their works.

3. Show 5 1 page color pictures, let the students read the poems describing their hometown in the pictures, then observe their hometown, write the observation results into a poem and fill in the pictures.

5, teachers and students * * * evaluation creation award.

Second, rap.

1, the teacher tells a story about the legend of Dai bamboo house first.

This is the story of Dai children. Every child's hometown has its own story, a beautiful little story, which describes the history and culture of our hometown.

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 in your hometown that you can show to your classmates?

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

Third, 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.

Let's keep it down. Knowledge and ability goals.

Know when to lower your voice.

Process and method objectives

Through scene creation, story exchange and other activities, guide students to know when to speak in a low voice and gradually develop civilized speaking habits.

Emotions, attitudes, values and goals

Speak quietly in public consciously, without affecting others.

Teaching focus

You should know that whispering in public places is a civilized and polite behavior.

Teaching difficulties

Gradually develop civilized speaking habits.

Collect relevant pictures and stories. And make multimedia courseware.

First of all, exciting stories introduce new lessons.

Teacher: Students, the teacher wants you to meet a child. There is a picture of a little boy in the courseware. Look, his name is Cong Cong. Say hello to him!

Health: (excitedly) Congcong, hello!

Teacher: Like us, Cong Cong is a sophomore. He has encountered some problems recently, and he is particularly distressed. Are you willing to help him?

Health: Yes!

Teacher: One day, Cong Cong met his classmate in the corridor, so Cong Cong shouted, "Hey, let's play together!" " "Just as the teacher passed by, the teacher said to him," Please don't speak loudly! ""Congcong remembers. After class, the teacher asked Cong Cong to answer questions. Cong Cong remembered the teacher's words-don't talk loudly, so he answered the teacher's questions in a voice that only he could hear. The teacher said, "Please speak louder." Congcong is a little confused. Should I speak loudly or quietly? Who will tell him?

Health (hands raised one after another): I'll do it, I know!

Teacher: Ah, you all know! Let's talk about it

Health 1: I think it's better not to whisper in the corridor.

Student 2: Answer questions and speak loudly in class.

Teacher: It seems that sometimes you have to speak loudly and sometimes you have to speak quietly, so when should you speak loudly? When should I whisper? Today, let's learn "When do you need to whisper"?

Secret topic "Keep your voice down".

Second, create situations and communicate actively.

There is a little noise in the classroom.

(Show live video, students slam doors, make a scene, move desks and chairs, run around after class ...)

1. How does this classroom make you feel?

2. What do you think is right and why?

Is there such a phenomenon in our class? Please talk about the voice that bothers you in our class.

4. Teacher's summary: Show the short story under the page.

The wind died down. ...

The rain has died down. ...

Our voice is very low ...

(2) Be a little Andhadhun.

1. The phenomenon of loud noise in class is really annoying. What do you want to do to reduce it? (Start with yourself and make a warning sign to remind yourself)

2. Is this right?

(1) It doesn't matter if I say *, it won't affect everyone.

(2) They are talking loudly, and I want to tell them loudly not to talk.

(3) Everyone is learning. Let's stop talking. Shh!

(3) Keep a low profile here, too

Is there anything else we need to keep it down?

Scene 1:

Teacher: (The courseware shows the situation of the library) Students, you have all been to the library! Should we speak loudly or quietly in the library?

Health: Speak in a low voice so as not to affect others' reading.

Teacher: Can you act out the dialogue in the library? Practice with your deskmate!

Health 1: (quietly) Excuse me, is anyone there? May I sit here?

Health 2: There is no one here. You can sit here.

Teacher: Good. These two students not only know how to speak quietly in the library without affecting others' reading, but also know how to use polite expressions. They are really polite children.

Scenario 2:

Teacher: (The courseware shows the children telling stories and communicating with the teacher during class) Look at these two pictures and discuss in groups what to do if you are the person in the picture.

Summary: The students all spoke very well and made their reasons clear. The teacher thinks that we should whisper in the classroom during recess, otherwise it will affect the rest of others and class discipline. We should be civilized students.

Q: What other places do you think need our attention?

Health 1: Speak in a low voice when eating in a restaurant, so as not to affect others' eating.

Student 2: Speak quietly in the lounge so as not to affect others' rest.

Health 3: Talk quietly or don't talk when watching movies, otherwise it will affect others to watch movies.

Health 4: Speak quietly in the hospital so as not to affect the rest of the patients.

Teacher: The students speak very well. Keep quiet in public places, so that it will not affect others, and it is also a cash withdrawal from your own civilization. From today on, we should be a civilized little boy, as everyone says, and at the same time supervise the people around us, be a small Andhadhun, and make our world full of beautiful voices, not disturbing noises.

Third, sum up the gains and expand the extension.

Teacher: What did you learn from this class?

Student 1: Through this lesson, I learned that sometimes I should speak loudly and sometimes I should speak quietly.

Health 2: I know to speak quietly in public so as not to affect others.

Fourth, expand

Teacher: Please tell your parents what you learned today and ask them to talk to us in the most appropriate voice and be the most civilized people.